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Abstract
Research has revealed that many of the historically disadvantaged schools in South Africa experience difficulty in implementing policies aimed at restoring the quality of teaching and learning. The difficulty has been attributed to several factors such as poor conceptualisation and implementation of quality management systems at school level. This article reports on empirical research that investigated the possibility of applying Total Quality Management principles in schools for the purpose of restoring the culture of learning and teaching. Data was collected through qualitative and quantitative methods in selected schools situated in the Tshwane North District. The findings revealed that there is a gap between what is provided in the policy framework on the management of quality teaching and learning. It is recommended that in order to fill the gap, schools need to apply customised principles of Total Quality Management. The primary aim of this research was to develop such an integrated framework that is not only theoretically sound but that has been customised for schools’ contexts and conditions.