Abstract
Purpose. The purpose of the study was to: (1) determine the level of implementation for each of Deming's theoretical-based fourteen points as reported by selected California K–12 schools, (2) determine what stage of team/group development is reported by staff members in selected California K–12 schools, and (3) examine what patterns emerge between specific Deming theoretical-based fourteen points and the stages of team/group development as reported by selected K–12 schools. Methodology. The data for this study were gathered from two research instruments. A researcher developed questionnaire and the Group Development Assessment Questionnaire (Jones and Bearley 1994) were utilized to gather data from teachers and principals at eight K–12 schools from four self-identified Total Quality Management Districts. The data from both instruments were recorded and presented in chart and narrative format. Findings. This study found at the eight schools that Deming's theoretical-based fourteen points had a perceived level of implementation ranging from 1.65 to 3.54 on a four-point Likert scale. This study found that the group development stages at the eight schools ranged from Stage I to Stage IV. Key patterns that emerged were (1) schools at Stage IV had high implementation of Deming's point 6—institute training, 7—institute leadership, and 13—institute a vigorous program of education and self-improvement; (2) schools that reported an implementation range of less than one point on Deming's fourteen points identified themselves in Stage III and IV on the group development assessment. Conclusions and implications. As California K–12 school districts move into the twenty-first century, superintendents and principals need to continue to identify and focus on specific goals to transform their districts. First, there needs to be commitment from the top level of administration to institute training, leadership, and program of education and self-improvement and ensure that everybody in the organization is working to accomplish the transformation of their district. Second, school staff Members need to become more focused as a team. This can result from training and education about teamwork/group development principles and TQM tools. The results of this study have implications for California K–12 schools. As educators continue to address the issues surrounding school reform and transformation, they should consider the findings of this study necessary to experience success. The implications from this study reflect those areas that can guide K–12 schools to implement the key components of TQM and develop into effective teams at their individual school sites.