Quality management in the teaching-learning process of basic general education

Abstract

The objective of the study was to explain quality management in the teaching-learning process of Ecuadorian Basic General Education. Methodologically, it was based on the rationalist-deductive epistemological approach. The setting consisted of four schools in the La Salle Network in Ecuador. The informants were twelve administrators and twenty teachers. The information was collected in two ways: theoretically and empirically. The technique used to collect empirical data was interviews, and the instrument used was a semi-structured interview guide. Theoretical information was compiled through a document review and content analysis. The results obtained, both theoretical and empirical, were triangulated. He conclusions point out: a) four quality management models stand out. In education organization, management model is a useful tool for the continuous improvement of teaching-learning processes; b) academic practices comply with some principles and phases
of quality management in the Deming cycle: planning, organization, management, control, monitoring, and evaluation; c) triangulation of discourses reveals epistemic coincidences related to the management phases; and d) the link between quality management and teaching learning processes is evident in the satisfaction of the needs and expectations of educational stakeholders; in continuous improvement, teamwork, research, and ongoing innovation.