INFLUENCE OF SELECTED TOTAL QUALITY MANAGEMENT TECHNIQUES USED BY PRINCIPALS ON STUDENTS' ACADEMIC PERFORMANCE IN K.C.S.E SCHOOL EXAMINATIONS IN PUBLIC SECONDARY SCHOOLS IN MVITA SUB-COUNTY, MOMBASA COUNTY, KENYA

Abstract

Student performance in public secondary schools in Mvita Sub-County has been below expectations even after policy interventions. This research explored how the application of selected Total Quality Management (TQM) techniques influence on student academic achievement through the use of quality circles, benchmarking, and continuous improvement activities. This research was informed by the TQM theory of Deming and utilized a convergent parallel mixed-methods research design. Questionnaires, interviews, and observation checklists were employed to collect data in five public secondary schools. Descriptive statistics were performed using SPSS (v25) on quantitative data and qualitative data was analyzed thematically. The findings revealed that quality circles facilitated collaborative problem-solving and learner engagement, whereas benchmarking facilitated the implementation of best practices, which improved teaching and planning. Continuous improvement supported frequent assessment and feedback, which enhanced KCSE performance among students. Nevertheless, obstacles like financial issues, teacher shortages, excessive workloads, change resistance, poor parental involvement, and indiscipline among students hampered successful TQM implementation. The research finds that TQM techniques have considerable potential to improve student performance but require the support of the institution and cooperation of stakeholders. It suggests specific investments in teacher training, mentoring, parent involvement, better infrastructure, formal academic assistance, and enhanced leadership abilities among school administrators to foster sustainable TQM practices in public middle and high schools.