TQM AWARENESS AMONG CIVIL SERVANTS

IN THE EDUCATION SECTOR

Athe&submittedtotheGraduateSchoolinptialMflhent of the requbwment~ for tbe depe

nluters of !scie!lce 0,UoiM utam Malam

LESLIE TAWAN AU. GANDIL

(c)Leslie Tawan dc. Gandil, 19%. All rights reserved.

Sekolah Siswazah( G raduate Schoo l )

Universiti Utara Malaysia

PERAKUAN KERJA TESIS(Certification Of Thesis Work)

Kami, yang bertandatangan, memperakukan bahawa(We, the undersigned, certify that)

LESLIE TAnAN AK. GANDIL

calon untuk ijazah(candidate for the degree ofi Master of Science (Management)

blah mengemukakan tesisnya yang bertajuk(has presented his/her thesis of the following title)

TOM AWARENESS AMONG CIVIL SERVANTS IN EDUCATION SECTOR.

seperti yang tercatat di muka surat tajuk dan kulit teais(as it appears on the title page and front cover of thesis)

bahawa tesis tersebut boleh diterima dari segi bentuk serta kandungan, dan meliputibidang ilmu dengan memuaskan.(that the thesis is acceptable in form and content, and that a satisfactory knowledge of thefield is coverd by the thesis).

AJK Tesis(Thesis Committee)

\

Nama(Name) &soc. Prof. Dr. R&x&u &?n Yusc

ndatanganR‘gnatire)

(Penyelia Utuma/Principal Superui.9or)w

Nama Tandatangan(Name) PXOf. m. Peter wm ( S i g n a t u r e ) ‘* *Ye-

Nama Tandatangan~ (Name) (Signature)

Tarikh(Date) It /12/g&

PERMISSION TO USE

In presenting this thesis in partial fkdflllment of the requirements for a

Post Graduate degree from the Universiti Utara Malaysia, I agree that the Library

of this University may make it freely available for inspection. I further agree that

permission for copying of this thesis in any manner, in whole or part, for scholarly

purposes may be granted by my supervisor(s) or, in their absence, by the Dean of

the Graduate School where I did my thesis. It is understood that any copying or

publication or use of this thesis or parts there of for i’inancial gain shall not be

allowed without my written permission. It is also understood that due to

recognition shall be given to me and to the Universiti Utara Malaysia in any

scholarly use which may be made of any material in my thesis.

Requests for permission to copy or to make other use of material in this thesis in

whole or in part should be addressed to:

Dean of Graduate School

Universiti Utara Malaysia

06010 Sintok

Kedah Darul Aman

Kajian ini cuba meqpnal pasti lccadati mengeti ktzscda.ran Pcqprusan KuaiitiMenyehauh (PICMJ di kalangan kakihqan awam di Ibu Pejabat PenMikam Nqeri diKuchitlg, Sarawk. Secsa kinmmyq kajim hi cuba mcnti hubungan di antaraaeilaran PKMdeqpn:janth, utnur, k&nunan, rrtatns~kahwinan, kebyakanpen&#&an, tahap jamtan, bnpoh perkhidsnatan dan se&or a&-u b&agian daIamjabatan unluk rekpanden. Unit-unit analisa i&h tradiri chipada w jaba.tanptmdidikan dariprda k&pan&pan t&to,rbgbagirn, l&G dan perempuan. Metodalogikajiau meam saal s&d& yang meqggumakan &ala UkwL hya die&&anaendiri kepada responden. Madumti yang tchpit dianaliutan mengglrmd;an slat dancam statim termas& akt wperti Y-Test’, ‘one-way ANOVA’, ‘Pearwm correlationAnalysis’ dan ‘Mu@ile Regreseiom’ untuk mmetalkan sig&hnnya perhubungan diaotara perkara yang dike& paeti dengan kesxiaran PKhL

hi addah mexupakam dorongpl oleh mhat penyelidik untuk menjahkan kajian inibckdmandulganPK.My~di~kedalampcrkhiQaatanawamsejaktahun1992. PSnsip-phip PKMyzmg dibeai penckanan d&m pttxkc%g awarn itu adalah:(1) S~wP perrgurusan ataam, (2) Pcraucqan &ate& ku&, (3)Menflasnakanpelt, (41 liithn h P** (5) Sem=@ berp=Aan, (6;) Wpwlzaag dan (7)Kepastiankualiti

Hasil ksjian ataana 0 bahawa tidak a& wujud perbezaan di antarakakitangatl~dankakitaugaclpatgmpuan meqgemti penqxi Wan PKM.Dhiapati juga aemua kakitangan ~perrsepsiy~-~ kesedamnPKM WsLRlInra~~Y -,n,~pakrhwinan,,~tanhsekto&ahagh jab&m merelca berbeza. W&I b@manapcm, kelayakan per&&andantshajrjswatanrespandentdahme~anhubunganyaagpositifdansignifikat

Datipada hail ka.jian ini suatu kesimpuh y a n g dapat dibuat ialah: kelayakanpcmdidikan dan t&hap perkhidmatan sttaf ada kaitannya chgan kesedaran PKM secarapasitif dan si@fikaa Secara umumnm kakhgzm y a n g bgkc;hrwan ijtimemegang jawahn sekurang-hangnya penagmwan jmda hhap mdah. Faktmpendidikan tiuggi dm tahap jawatan inilah yang menanjuwan bahawa kcsbdaran PISh4mereka yang positif.

ii

ABSTRACT

This study athmpts to investigate the cob of TQM awmess among the civilnervanta in the State Educatim Headquarha in Ku&in& Sarawak. Specificalty, thestudyat&mptitofimIm#thcreh&nship~tbeTQM awarwless with the:gender, ajp, ethnic group, ma&al status, e&cation cplificatioa, job position hgth ofservice and depatment 8ector~wction of he mspmdcnb. The units of analysis wm thentaffaftbe education department hrn all eight sectors and sedions, male and female.Theresear~mednodologyatiliocdwasasunveybasedonapgsonallydietributbdquestionnaire which irwnpcuakly used Iikert SC&S. The resuhaat inform&on wasaualped by applying the statistical tools and techniques including t-Test, onswayANOVA, Pearmn Correlation Ana@ytis and Multiple wi to determine theni@cauce of the relationship afthe itut~ u&x hwe&igath~ with TQM awareness.

The stdy was nmthted by the interest of the researches following the in&u&&ion ofTQM in the civil service since 1992 The TQM principh emphAzed in the c&&rwent: (1) Top management support, (2) Strategic quality phnn& (3) Custorr~focus, (4) Team work, (5) Training and rr=copition, (6) Pexfixrnance measurement,and (7) Qlaiity assurance.

The majar iin- of the tiy meakd that thmz was no diEknmce in the TQMawaxness peAved by male sod female s&N. The findings fhrthcr showed that thedaff perceived equal TQM aware- brespectiw of their age-, ethic group, maritalBMUB, length of service aad departmental secWsect&s they belrmged to. However,the eclucatiod qualificatin and job position of the respond&s did indicatt a posiliveaud sigaifjcant rtthkmbip with the TQM awmmess. The findings further ellaboral-cdtbataIlthcsevenTQM~les~showap~~andsigaiificantcorrelationwiththe TQM awareness. The best predictor of TQM awareness was team work followedby (h m&l- focus, quality assuriuxe, training & l’rxclpiiion, Ski@& qualitypdanniqg, perfo- measurement and top- fwPm*

The fin- cmciu&d that educational qualification and job position were in&~related. Those who were grada& held the post rxf at least knver mani#emenLGetmmUy, it was this manamt group that ahowed positive TQM awareness withrespecttoth&reducatioruilcpaWca~~~bpositioninthc&parbmeart.

3..111

ACKNOWLEDGEMENT

Thewliterwishasto achml+pandsrp~thanktothoscwhohadmixiethisthaisposcn’bk.

1. To INSTITUTE of AlWNUDDIN BAKI (IAEl) especiaUyDr. Ibrabim AbmadBajsnid, iXm&w o f IAT3 a n d Er?cikDzulMflt Bahari, - o f I A . 8

(Nor&m Branch)forthciruuxalandfinancialsupporttimakingthis~possible;

2. Tothe-tiduf XJNIWiRm UTARA MALAYSIA forthe0pJbwdksopeabdupforsicholarfyand~iK~

3. To Asnoci& Ptafcaarrt Dr. Ibrahim Abdnl Hamid, ikaa of the Graduatsscbool)forIrbcontimunrs~dsupport;

4. To Aasuti&! Pkyf-r Dr. Rusbahni ZJenYusof& tie&m of hstituk ofQudity Mawgem& UUM and profsrrmr Dr. Pe4er Wyer, Britkh AmapaceATo_Fsoor, forthekguidauceamdcon\mitr&cntforthecompletionof thisstudy;

5.TotheNsaad&oftheStateEd~Hebdquartcre OfSarawnkdP&is for making this study posdbk,

6. To h&r Tan Wee Chum for uncanditionatfy and sacrificia@ lending me hisonlybrandnewcartouseinthecatqmthmughout myoneyearh!h~temDegreeslhrdy programnc.

iv

Stdute to qy

TABLE OF CONTENTS

Permission to use

Abstrak (Abstract in Bahasa Melayu)

Abstract

Acknowledgement

Dedication

Table of Contents

list of Tables

List of Figures

List of Abbreviations

1 INTRODUCTION

1.1 Context of The Study

1.2 Research Objectixs

1.3 Reseal& Queslions

1.4 Research Hypotheses

1.5 Significance of The Study

1.6 Delimitatioxu of The Study

1.7 Plan of study

2 REVIEW OF THE IJTERATURETOTAL QUALITY MANAGMNT

2.1 Dwekqment of TQM

2.2 what is Quality?

WF

i

ii

. . .lu

iv

V

vi

xi

. . .

xv

5

6

7

8

9

9

11

vi

2.3 Approach to Quality

2.3.1 Quality Control

2.3.2 Quality Assurance

2.3.3 Total Quality

2.3.4 DilSmmes Between Quality Control,Quality Assurance and TQM

2.3.5 The IXkrences Between An “EmphasisonQuality” and TQM

2.4 Total Quality Management

2.5 Key Concepts of Total Quality Management

2.6 implementing TQM in An Organisation

2.7 Bank-s to TheImplementa.tbnof TQM

2.8 Why TQM Often Fails

2.9 Advantages of Implementing TQM

2.10 The implementation of TQM in Education

2.11 Critical Success Factors of TQM

3 CONCEPTUAL FRAMEWORK

3.1 Review of Related Litemture

3.1.1 Total Quality Management Principles

3.1.2 Awareness

(A) Conceptual DeSiions of ‘Awareness’

(B) Importance of Top ManagementAwareness Towards TQM

(C) Awareness of TQM

1 2

1 2

1 3

1 3

1 4

1 4

1 5

1 7

2 7

2 8

2 9

2 9

3 1

3 4

3 5

3 5

3 6

4 3

4 7

4 9

5 1

6 33.2 Research Model / Paradigm

vii

4 RESEARCH DESIGN AND METHODOLOGY 64

4.1 Type of Study

4.2 Sources of Data

4.2.1 Unit of Analysis

64

64

6 4

4.2.2 Population Frame

4.2.3 Sample, Pilot Testing andSampling Technique 6 5

4.3 Data Collection Techniques 71

4.3.1 The Instnunent 7 2

4.3.2 Data Collection 7 4

4.3.3 The Pilot Study 75

4.4 Data Analysis Technique 76

5 PRESENTATION AND DISCUSSION OF THE FINDINGS 77

5.1 Presentation of The Findings 78

5.1.1 Highest Education Qualification, Present JobPosition and TQM Awareness 8 1

5.1.2 lilypotheses of Difference 8 1

5.1.3 Infkrential Statistics: Pearson Correlation onTQM Awareness, (1) Top Management Support,(2) Strategic Quality Planning (3) Customer Focus,(4) Team Work, (5) Training and Recognition,(6) Performance Measurement, (7) Qua& Assurance 8 4

5.1.4 Relationship Between TQM Awareness with:(1) Top Management Support, (2) StrategicQuality Plan&g, (3) Customer Focus,

(4) Team Work, (5) Training and Recognition,(6) Performance Measurement, and(7) Quality Assurmce (By Regression Analysis) 90

,..vin

5.2 Analysis and Intqxetation of Detailed Findings 9 3

5.2.1 Highest Education Qualification, PresentJob Position and TQM Awareness of The Staff

5.2.2 Hypotheses of Difknznces

9 3

1 0 5

5.2.3 lrdkrential Statistics: Pearson Correlation onTQM Awareness, (1) Top Management Support,(2) Strategic Quality Phming, (3) Customer Focus,(4) Team Work, (5) Training and Recq&ion,(6) Perfomunce Measurement, (7) Quality Assurance 1 2 0

5.2.4 Relationship Between TQM Awareness withTop Management Support, Staxtegic Quality plantring,Customer Focus, Team Work, Training and Recognition,Performance Mkasurement and Quality Assurance(Multiple Regression Analysk) 127

6 SUMMARY, CONCLUSIONS ANDRECOMMENDATIONS 1 3 6

6.1 Summary 1 3 6

6.1.1 Gender, Age, Ethnic Group, MaritalStatus, Education Qualifkation, PresentJob Positicm, Length of Serviceand Department Sector/ Section 138

6.1.2 Hypotheses of Differences 1 3 8

6.1.3 Irdkrential Statistics: Pearson Correlation onTQM Awareness, (1) Top mement Support,(2) Strategic Quality, (3) Customer Focus,(4) Team Work, (5) Training and Recognition,(6) Performance Measurament, and (7) QualityAssurance 1 4 1

6.1.4 Relationship Between TQM Awareness with:(1) Top Management Support, (2) StrategicQudity l’kmn&, (3) CUBtOllXT Focus,(4) Team Work, (6) Training and Recognition,(6) Perfo-ce Measurement, and(7) Qualily Assurance 144

ix

6.2 Conchkms 1 4 7

6.3 Recommendatim 148

BIBLIOGRAPHY 153

APPENDICES 161

App&iXA

AppendixB

APpendix c

AppemiixD

AppendixE

AppmdixF

AppendixG

Appendix1

. .orgamad Chuts of Sarawak State EducationHeN@Sl-te!.S

Distiution of Respondents According to Their Ba&qgound

Rekbility Test

Hypotheses of Di&xences by t-Test and one-way ANOVA

Pearson Correlation CoefXcient.6

Multiple Regretion (in&ding Lhear and Stepwise)

Mean and Stmdard Deviation Scores of The Responseson TQM Awareness Variablea

QWStiOIlllaiR

Letters of Approval

1 6 1

164

173

174

210

220

232

239

247

LIST OF TABLES

Table

Table 4-l

Table 4-2

Table 4-3

Table 4-4

Table 4-5

Table 4-6

Table 4-7

Table 4-8

Table 4-9

Table 4-10

Table 4-l 1

Table 5-l

Table 5-2

Table 5-3

Table 5-4

Table 5-5

Table 5-6

Table 5-7

Description of Table

Level of Service of the respondents

Departmental sector/section of the respondents

Gender of the respondents

Age groups of the respondent

Ethnic gmupz3 of the respondents

Matitalstatus

Highest educational qtdifidon of the resjxmdents

Length of seWice of therespondents

Data analysis technique

Summaayl oftheiinding

Summary2ofthefindings

Summiuy3ofthefidings

TQM awareness (aware49) of the staff accordingto the highest educational qualification

TQM awareness (aware50) of the stafFaccordingto highest educational quaEca&

TQM awareness (aware51) of the staff accordingto highest educational qualifbtion

TQM awareness (awm52) of the staff accordingto highest educational qualification

pane67

6 8

68

69

69

7 0

7 0

71

7 2

7 3

76

7 8

7 9

80

95

96

9 7

9 8

xi

Table 5-8

Table 5-9

Table 5-10

Table 5-11

Table 5-12

Table 5-13

TQM awamnesa (aware54) of the staff accordingtohigbe~edwa~~on 9 9

TQM awamxss (a-9) of the staff accordingto present job position . 1 0 0

TQM awareness (awareSO) of the sta@accordhgto pment job position 101

TQM awanmess (aware51) of the staffaccordingto p-sent job position 1 0 2

TQM awareness (a-52) of the staff accordingto present job position 1 0 3

TQM awareness (aware54) of the staffaccordhgto present job position 1 0 4

LIST OF FIGURES

Ft58kws

Figure l-l

Figure 3-l

Desc~ of Fimre paareAnoverGewofthe researchproms 8

The principles (P) of the concept (C) ofthe importance of TQM principles.Acticms (A) taken. 58-62

6 3

7 4

105

Figure 3-2 A schematic diagram showing the correlatesof the awareness of TQM

Figure 4-l Data collection process

Figure 5-l t-Test for male and female staff onTQM Awareness

Figure 5-2 OnewayANOVAfixageandTQM awareness ofthestaff 107

109Figure 5-3 One way ANOVA far ethnic group

and TQM awareness of the staff

Figure 5-4

Fqglre 5-5

t-Test for marital status andTQM awareness ofthe staE 111

113One way ANOVA for highest educationalqualikation and TQM awareness of the staff

Figure 5-6 One way ANOVA for present job positionand TQM awar- of the staff 1 1 5

Figure 5-7

Figure S-8

One way ANOVA forlength of serviceand TQM awarenem 117

One way ANOVA for dep&mentaIsector/section of the respm~ 119

. .~char$ofsarawakStateEducation Headquarters

A-l to A-21 6 1

B-l to B-8 DiWibutionofrespondentsaccardingto their background 164

173C Reliability test

. . .xnl

D-l to D-33

E-l to E-9

F-l to F-11

G-l to G-6

Hypotheses of difkmnces byt-Test and one-way ANOVA

Pearson Comlation Coefficients

Multiple regression

Mean and stamhrd deviation sums of theresponses on TQM awamess vmiables

174

210

220

232

xiv

ANOVA

CEO

CSF

DPAC

E P R D

et. al

MCE

Ph.D.

PKM

QA

w

SRP

SPM

SSB

STPM

TQC ’

TQM

xivLIST OF AEKBREWATIONS

lzkirical succeee Factor

Educatimalmmmnia& Researchand Develom

and othem

hlstitute~Baki

Lowerctrtit’rcateof-

h4a@ianCd~ufEducation

-ofPhilo$ophy

PeiIgWWIKWlitiMUph?IUh

Quality~urance

Qlldi@c0tltld

Sijil Rcndah Pelajaran

Sijil Pelajaran Makqmia

TotalQualityCatrol

TotalQualilyManagiwnent

76

9

34

2

74

153

iv

7 0

70

70

ii

13

14

7 0

70

152

7 0

13

2

xv

INTROIXJCTION

Tbjsrescarchisco~fortheircldemicpurposeofmerraocaFchertomedthe

@al fidihent of the requirements for the Masters Degtxe Programme in

Management. It is indeed uot a research for any other orfgmiaati~ ta use.

1.1 Cootext of The Study

mllreh pareats, M teahans and politicians lwve probabky always hem

interested in resulti oMained at a schd, it is only recendy th;lt the quality of e&u&i011

ham become an issue of commm concern (Stemamen, 1995). Many in the developed

cdes - maybe in some developing cauttrjes too - have been worried b two

tikhhhg bends iu their educaliou ss”Jtetll9, i.e. a thteridm in the quuB@ uf

ee?iu&m (par&d* at fhe lower levels) and a pm&g mtisaud be&was

tdimdoa ad eaqdky~t, These are ccmmm perceptions among educational

pkmners and zuldhdm, on the oue hand, and recipients and usem of education, on

the othex (MM, 1995). However, our Education Mini&y may be aware of the

quality of our education system and ahmys ever ready to improve it now and then. In

fact, the quality of auf e&cation is detemrinex by tht policy-nlakm and planners at the

Minisbry IeveL The pmcess of implementation is cm&d out at V&us state and local

education depdmentq andthen inwh schools.

The contents of

the thesis is for

internal user

only

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