The quality circle (QC) has the main aspect of volunteers who are working on it and facilitator so that the problem can be critically analysed and the solution can also be implemented in scheduled time. QC is common at industrial level for analysing the quality of productivity, in the same manner; the quality can be enhanced in other institutes like educational institutes and other product bearing institutes. Here the researcher had tried to implement the quality circle programme among higher secondary teachers.
The findings confirm that with the help of the rubric followed in the programme and by proper guidance, they can extract out their specific problems from the bunches of the problems, can able to categories it and can resolve also with the help of their own critical analysis. This implementation of the tasks given in the programme can be considered as a feasible and realistic solution with the perspective of the problems faced by them. Such interventions are directly impacting the teaching-learning process and this cost-effective affair can be boon for the quality education.
Education is as old as humanity. It is a never-ending process of inner growth as well as development and its period stretches from the cradle to the grave. The Education Commission 1964-66 described the role of education in social and economic transformation through a statement- the density of a nation is shaped in its classrooms. Higher Secondary Education provides specialized knowledge and skilled persons for national development. One of the major objectives of teacher education is to develop proper attitudes towards teaching as a result of which he was able to maximize the achievements from both the material and human resources. There is also the development of a proper perception of the problems of universal enrolment, regular attendance, and year-to-year promotion.
Table of Contents
CHAPTER -1 INTRODUCTION
1.0 Context of the study- Introduction
1.0.1 Objectives of Higher Secondary Education in India
1.1 Quality Circle- Concept & Background
1.1.1 Concept
1.1.2 Background
1.2 Structure of QC
1.3 Importance of QC
1.3.1 Personal Benefits
1.3.2 Organizational Benefits
1.4 Objectives For Formation of QC
1.5 Implementation of QC At Higher Secondary Education Level
1.5.1 Steps For Implementing QC
1.6 Tools of QC
1.7 Concept of Problem Solving
1.8 Quality Circle In Relation With Problem Solving Techniques
1.9 Problems on which QC Can Work On Higher Secondary Education Level Among Students
1.10 Limitations of QC
CHAPTER 2 REVIEW OF RELATED LITERATURE
2.0 Studies Related To QC
2.1.1 Studies Related To QC In Industrial Organizations
2.1.2 Studies Related To QC In Educational Organizations
2.2 Implication of The Study
2.3 Institution Profile
2.4 Rationale of the Study
CHAPTER 3 METHDOLOGY OF THE STUDY
3.0 Purpose of the Chapter
3.1 Research Design
3.2 Population of The Study
3.3 Sample of The Study
3.4 Tools And Techniques For Data Collection
3.5 Data Collection
3.6 Data Analysis
CHAPTER-4 ANALYSIS & INTERPRETATION
4.0 Purpose of the Chapter
4.1 Analysis With Respect To Objectives 1 & 2
4.2 Analysis With Respect To Objectives 3 & 4
CHAPTER-5 SUMMARY & CONCLUSION
5.0 Conceptual Framework
5.1 Rationale of Study
5.2 Specification of the Problem
5.3 Objectives of The Study
5.4 Methodology of The Study
5.5 Major Findings of The Study
5.6 Suggestion For The Further Research
5.7 Conclusion
Research Objectives and Focus Areas
The primary research objective is to develop and implement a Quality Circle (QC) program specifically for higher secondary school teachers to enhance their problem-solving skills and teaching effectiveness. The study explores how collaborative QC methodologies can shift the focus from theoretical assessment to practical problem resolution within the educational environment.
- Implementation of Quality Circles as a Total Quality Management (TQM) tool in an educational context.
- Development of pedagogical and professional problem-solving competencies among teachers.
- Analysis of root causes for common educational challenges using QC tools like fishbone diagrams and Pareto charts.
- Evaluation of the program's effectiveness through feedback loops, structured interviews, and participative observation.
Excerpt from the Book
1.2 STRUCTURE OF QC
The Structure of any QC (Program) consists of Six Basic Elements. After understanding the concept from (Satyendra, 2013), (Batool, 2013) & (Shobharani, 2014), the researcher can make out the basic structure as:
1. Steering committee: a representative from top management who are having authority to make policies, rules, and regulations regarding any organization.
2. Coordinator: an administrative officer/personnel officer from middle-level management who works as a mediating member between top management and down hierarchical people.
3. Facilitator: facilitator may manage up to 10 circles. Facilitators are a linker between the QCs and the management. They act as a resource person for the QCs.
4. Circle Leader: circle leader organizes and conducts different circle activities. Their Role is to decide each QC meeting, attendance, maintain records and inform all the members.
5. Circle members: they offer suggestions and ideas, participate actively in group processes, and attain training seriously. They take training in all the aspects of QCs and acquire the necessary skills in various QC tools and techniques.
6. Non- involved group- these group of people not involved directly but have their impact on QC activity.
With the help of these different levels of people, effective QC can be made.
Summary of Chapters
CHAPTER -1 INTRODUCTION: Outlines the context and objectives of the study, defining the role of Quality Circles in education and the current challenges faced by higher secondary teachers.
CHAPTER 2 REVIEW OF RELATED LITERATURE: Provides an overview of existing research on Quality Circles in industrial and educational sectors, establishing the rationale for this specific intervention.
CHAPTER 3 METHDOLOGY OF THE STUDY: Details the research design, participant selection, data collection tools (interviews, feedback sheets), and the three-phase process used to implement the QC program.
CHAPTER-4 ANALYSIS & INTERPRETATION: Presents the quantitative and qualitative data gathered from the program, including analysis of identified teaching-related problems and the effectiveness of the QC intervention.
CHAPTER-5 SUMMARY & CONCLUSION: Synthesizes the major findings, offers suggestions for future implementation across different school levels, and concludes that QCs are an effective tool for organizational and personal development in schools.
Keywords
Quality Circle, Higher Secondary Education, Teacher Training, Problem-Solving Techniques, Total Quality Management, Pedagogical Analysis, Root Cause Analysis, Pareto Chart, Brainstorming, Classroom Management, Action Research, Educational Quality, Teacher Motivation, Student Learning, Participative Management
Frequently Asked Questions
What is the core focus of this research?
The research focuses on developing and implementing a Quality Circle program designed to improve the professional performance and problem-solving capabilities of higher secondary teachers.
What are the primary themes covered in the study?
The study covers the conceptual framework of Quality Circles, implementation strategies within educational settings, identification of teaching-related problems, and the impact of these circles on teacher motivation and pedagogical quality.
What is the main objective of the QC program?
The main objective is to empower teachers to systematically identify, analyze, and resolve work-related problems through participative management and collective brainstorming, thereby enhancing their professional efficiency.
Which scientific methodology does the author use?
The author employs a developmental cum experimental research design, utilizing tools such as brainstorming, Pareto analysis, cause-and-effect diagrams, structured interviews, and participative observation.
What is discussed in the main body of the work?
The main body examines the structure and implementation of the QC program, provides a literature review, describes the methodology used to collect data, and offers an in-depth analysis of problems identified by the teachers.
How are the key findings characterized?
The key findings are characterized by the identification of various unresolved problems such as curriculum burden and lack of teacher motivation, and the validation of QC tools as practical instruments for resolving these issues.
How did the teachers react to the QC program?
The teachers responded positively, confirming that the program helped improve their problem-solving skills, communication, and overall understanding of professional challenges in a practical, objective manner.
What is the author's final conclusion regarding Quality Circles in schools?
The author concludes that Quality Circles are not merely suggestion systems but comprehensive, multi-faceted tools that should be implemented at various levels of education to improve teaching standards and organizational culture.
- Arbeit zitieren
- Ruchi Dwivedi (Autor:in), 2019, Development and Implementation of a Quality Circle Programme Among Higher Secondary Teachers, München, GRIN Verlag, https://www.hausarbeiten.de/document/506732
