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The quality of teaching across the world is often defined by students’ academic achievement. Yet, teaching and learning is a complex phenomenon. Standards and policy documents, internationally and within India, specify knowledge and skills for teachers. A variety of evaluation tools exist to measure teaching performance. The authors describe a Teacher Performance Review Process (TPRP) using a diagnostic tool internationally benchmarked and contextualized for India. Initially, 408 teachers from 10 schools completed the TPRP, with 95 teachers from 3 schools completing two cycles of TPRP. The TPRP incorporated multiple sources of evidence for rating each teacher on 27 performance indicators using a four-point scale. Rating frequencies were analyzed and results reported for an initial and second cycle of TPRP. Feedback from teachers and school leaders indicated this process supported improving the quality of teaching. TPRP, implemented as a cyclical process capturing evidence from multiple sources over time, potentially provides comprehensive documentation of the complex phenomenon of teaching performance, and supports teachers in continuous improvement.

The evaluation and continuous improvement of the quality of teaching and learning in higher education is an issue of sustained concern. While most universities are implementing systems of quality assurance, there is substantial variation in the principles underlying these systems. La Trobe University has developed and implemented a university‐wide system of quality assurance that ensures that each subject is systematically reviewed and enhanced by those teaching in the subject. While it incorporates compulsory student evaluation of teaching of each subject the result of this student evaluation is not the focus of the quality assurance system. The focus is on ensuring that those teaching the subject, reflect on and make recommendations for further improvement of the subject. Outlines the quality assurance system, the principles on which it is based and describes and analyses the processes engaged in during its development.

To investigate the extent to which secondary schools practiced aspects of total quality management (TQM).

A cross‐sectional research design was used in this study. A sample of 300 teachers in a residential session during a school holiday provided their perceptions on the practice of TQM in their schools. Data were collected using a questionnaire.

Board of Governors and chairpersons in secondary schools are not providing the necessary leadership that would promote TQM practices necessary for schools' continuous improvement. However, some head teachers are providing the required leadership with a considerable number of school managements empowering their employees. The majority of schools are not committed to strategic quality planning, though they do promote human resource development initiatives.

The study relied on an accessible sample of practising teachers drawn from M.Ed and PGDE students on a one‐month residential session in a public University. There is likelihood that schools from all the regions of the country were not represented.

School management is expected to provide leadership that promotes TQM practices in order to achieve set objectives. Empowered employees participate in decision‐making and are capable of increasing the quality of learning. Strategic quality planning is important for the provision of quality services while human resource development is necessary in schools to motivate and realise the maximum potential from employees.

The study provides research information on the Kenyan education system and quantifies the extent to which it is being practiced.

This article presents our experience in implementing the assessment for learning process (AfL) to enhance the teaching–learning quality, which has faced numerous challenges impacting educational quality. The effectiveness of this technique is demonstrated through a case study conducted in a core course of chemical engineering.

The article shares insights into the systematic course design and planning processes that were discussed and developed through AfL practices. Significant emphasis is placed on implementing formative and summative student self-assessment surveys as simple yet effective methods to meet this purpose. Quantitative data were collected and analyzed over three consecutive academic years (2020–2022) using various statistical parameters such as percentage, interquartile range and the program’s numerical goal (%G).

The AfL process via formative and summative surveys could significantly and effectively improve teaching–learning quality. These findings assist educators in identifying appropriate teaching methods and recognizing areas of weakness and strength, thereby facilitating continuous improvement in the teaching–learning quality. Validation methods, including quizzes and numerical grades, were employed to practically verify the outcome obtained from the questionnaires.

The AfL techniques demonstrated in this study can be directly implemented or adapted for various educational fields to enhance the teaching–learning quality.

The practical implementation of AfL in an engineering context has hardly been reported, particularly in chemical engineering. This work represents the practical implementation of AfL to enhance engineering field education.

The purpose of the paper is to introduce the concept of a checklist, focusing on the detailed analysis of requirements of the AACSB International – the Association to Advance Collegiate Schools of Business (AACSB) standards related to the learning and teaching area – for evaluation of implementation readiness in a business school setting.

The present study adopted a multi-method approach for developing the final content of the checklist.

The introduction of the checklist has provided a systemic approach to process design and evaluation of readiness of a business school for AACSB accreditation related to the learning and teaching area. The checklist was developed and applied over the course of systematic reviews in a business school setting.

The checklist has been developed considering the requirements of the AACSB standards related to the learning and teaching area only. In the near future, the authors intend to develop checklists for the remaining areas of AACSB standards.

This research offers a comprehensive checklist comprising the requirements of the standards related to the learning and teaching area. The checklist would be useful to the business schools that are planning to implement AACSB standards for accreditation or are interested in changing their current processes to follow AACSB standards.

The purpose of this paper is to determine the main total quality management (TQM) elements adopted and the respective results achieved by higher education institutions (HEIs) in Greece.

A research study was designed and carried out in private sector Greek HEIs. Fifteen HEIs were approached through interviews based on a structured questionnaire. The measured variables of the TQM elements and results identified in the literature were used as the questionnaire items. Descriptive statistics were applied to determine the TQM elements mostly adopted and the results achieved by the HEIs.

According to the findings, the TQM elements mostly adopted by the Greek HEIs concern the following: student focus, leadership and top management commitment, strategic quality planning, process management and teaching staff and employee involvement. On the other hand, the most significant results achieved by the sample HEIs concern quality performance improvement, teaching staff and employee satisfaction, operational performance improvement and the positive impact on society.

The subjective data collection involved chief executive officers of a small sample of HEIs operating in a European Union country. Thus, no advanced statistical methods could be applied. Based on these limitations, future research studies are recommended.

By focusing on specific TQM elements, an HEI can develop a robust TQM model, approach business excellence, which can, in turn, help the HEI apply for appropriate quality awards, and finally derive significant benefits. In doing so, an HEI can lay the foundations for being competitive in the current global context that is characterised by an economic downturn.

This study contributes to the literature by empirically determining the TQM elements mostly adopted as well as the respective results achieved by Greek HEIs in a period of economic downturn. This is the first research study in the field of TQM in higher education that has been carried out in Greece in a period where many service organisations, whether private or public, are making significant efforts to withstand the current downturn and achieve a sustainable growth.

To report study findings on teaching effectiveness and feedback mechanisms in Kenyan universities, which can guide management in developing a comprehensive quality control policy.

The study adopted an exploratory descriptive design. Three public and two private universities were randomly selected to participate in the study. A random sampling procedure was also used to select 79 respondents to participate in the research. A questionnaire administered in all participating universities was the main instrument for data collection.

There was no clear university policy on the evaluation of teaching effectiveness, despite its importance in quality control. Student evaluation of teaching effectiveness (SETE) was found to be unreliable, although widely used where evaluation existed, without other evaluation support systems. Feedback from the evaluation, though crucial in professional improvement, was not made available to the respondents.

The study examined the evaluation of teaching effectiveness from the lecturers' perspectives. Further research may provide insights into the contribution of SETE to teaching effectiveness from the students' standpoint.

Use of a variety of evaluation tools (e.g. self, peer) rather than relying solely on SETE is necessary. Comprehensive and usable information may be provided for effective teaching. Universities should provide clear policy guidelines on quality control for faculties to develop multiple teaching effectiveness evaluation instruments.

Teaching evaluation is important in order to bring about an improvement in areas such as student achievement, and use of public funds or educational materials. The findings provide critical information for management decision making to assist universities to translate the resources at their disposal into learning outcomes.

Current school leadership research has primarily utilized quantitative methods to explore the relationship between leadership and teacher learning. However, there is a notable gap in understanding how principals facilitate professional learning, especially in centralized educational settings. This study aims to address this gap by examining the role of school leadership in enhancing teacher professional learning within a highly centralized education system.

This qualitative case study delves into the lived experiences of 15 teachers and eight school leaders in eight primary schools in Mashhad, Iran. Through semistructured interviews, researchers employed open and axial coding to systematically explore and categorize qualitative data. The study focuses on understanding the role of principal leadership in facilitating teacher professional learning by connecting themes and sub-themes across transcripts.

Effective principals worked on the cultivation of a culture that champions perpetual personal growth and development, the nurturing of a collaborative learning community, and the provision of essential resources and support. Findings showed the pivotal role of principals in promoting teachers' self-development, facilitating idea exchange and acknowledging their efforts. Principals appeared as key to encouraging information sharing, fostering collective learning, promoting professional development, overseeing teaching practices and ensuring the availability of resources to cultivate a supportive climate in a centralized education context.

We concluded that in centralized education, leadership practices for promoting teacher learning share similarities and differences with decentralized settings. The findings offer guidance for principals in centralized systems, supporting them in facilitating teacher professional learning in their schools.

The purpose of this paper is to study the viability of implementing a protocol-guided model designed to provide structure and focus for teacher collaboration from Shanghai in today’s US public schools. The authors examine whether the new model, Teacher Peer Excellence Group (TPEG), fosters the desired key features of productive communities of practice where teachers can jointly construct, transform, preserve, and continuously deepen the meaning of effective teaching. The authors also explore the extent to which existing school conditions – principal instructional leadership, trust, teacher efficacy, and teachers’ sense of school-wide professional community – enable or moderate the desired outcomes.

Data for this paper are drawn from a series of surveys administered to teachers from 24 pilot schools in six school districts over two school years. Descriptive and multilevel modeling analyses are conducted.

The findings provide encouraging evidence that, given sufficient support and guidance, teachers report higher levels of engagement in deprivatized practice and instructional collaboration. These findings also hold after controlling for key enabling conditions and school characteristics.

The TPEG approach challenges school leaders to take on the responsibilities of helping teachers make their practice public, sharable, and better – three critical objectives in the shift to develop the profession of teaching.

The indication of TPEG model’s positive impact on strengthening the features of communities of practice in selected public schools provides the impetus for further efforts in understanding the transformational changes needed and challenges ahead at the classroom, school, and district levels.

Addresses briefly five complex issues in higher education: professional development spanning all categories of staff; the role of a centre of professional development (CPD) in context; the philosophical framework and models within which a centre might operate; the role of a centre in strategic planning and policy formation, and the contribution that a CPD might make in assessing and enhancing quality. Develops four main arguments with regard to the CPD at the University of Auckland. The CPD should support continuous improvement, promote organizational learning, and provide policy and practical advice regarding the management of quality. It should conduct organizational research and development, primarily through international benchmarking. The CPD also needs to research the implications of information technology, especially in the reconstruction of teaching, research and organization. Above all it needs to understand its organizational role of helping to construct cultural networks of mutual moral obligations.