Deming's Approach Practices in School Management and Teachers' Engagement: Basis for School Administrators' Development Plan
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study evaluated the extent of school administrators' implementation of the Deming Approach and its correlation with teacher engagement. This framework transforms institutions by focusing on continuous quality improvement, cost reduction, and robust stakeholder engagement, fostering a culture of trust that boosts job satisfaction. Using a descriptive-correlational method, the research involved 355 respondents—49 school administrators, 3 Public School District Supervisors (PSDS), and 303 teachers—from the National Capital Region during the 2023–2024 school year. Findings indicated that school heads' practices were rated highly (overall weighted mean: 3.87, "High Extent"), though a significant difference existed among the groups' assessments (F=10.21, p=0.003). Teachers demonstrated consistently high levels of engagement (combined weighted mean: 4.54), with the social dimension involving students scoring the highest. While no significant difference was found in the overall assessment of teacher engagement (p=0.413), the study established a significant positive relationship between Deming Approach practices and teacher engagement (r=0.33), leading to the rejection of the null hypothesis. The results affirm the positive impact of the Deming Approach on educators. Consequently, the study proposes a development plan to enhance educational quality, optimize costs, and deepen stakeholder involvement through initiatives such as skills assessments and recognition programs.
Author: Edjan, Jomar T.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7119864743
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