2026 IJRSE – Volume 15 Issue 1
Available Online: 2 February 2026
Author/s:
Baladad, Rey R.
Department of Education- SDO Nueva Vizcaya, Philippines (rey.baladad001@deped.gov.ph)
Naui, Jesusa L.*
Nueva Vizcaya State University, Philippines (jl_naui@nvsu.edu.ph)
Abstract:
This study examined the implementation of Total Quality Management (TQM) in public elementary schools in Bambang II District during the academic year 2025–2026 and determined how teachers’ strategic thinking skills influenced TQM practices. A total of 108 permanent public elementary school teachers were selected through stratified and simple random sampling to ensure balanced representation. Data were collected using a validated survey questionnaire and analyzed using mean, Spearman’s Rank Correlation, and hypothesis testing at the 0.05 significance level. Findings revealed that teachers possessed good strategic thinking skills with an overall mean of 3.33. The highest-rated dimensions were equity and inclusivity, sustainability and social responsibility, and professional development, indicating consistent engagement in fair practices, social responsibility, and continuous learning. Conversely, awareness of global and local trends and stakeholder engagement obtained relatively lower ratings, signifying areas requiring strengthened exposure to emerging educational developments and collaborative initiatives. TQM implementation likewise received a good descriptive rating with a grand mean of 3.29. Continuous improvement and leadership emerged as the most evident practices, demonstrating the schools’ commitment to quality enhancement and active instructional leadership. However, employee involvement and stakeholder satisfaction were the least observed, indicating the need to reinforce participatory management and broaden community engagement in decision-making and quality assurance processes. Correlation results showed a very weak positive but non-significant relationship (r = 0.102; p = 0.289) between strategic thinking skills and TQM implementation, suggesting that teachers’ strategic competencies did not directly influence the extent of TQM execution in schools. Despite this, the study recognized skill gaps in trend awareness, technological integration, and stakeholder participation as crucial leverage points for systemic improvement. An educational management intervention was designed to strengthen strategic competencies and enhance TQM practices, emphasizing capacity building, participatory leadership, and stakeholder collaboration to sustain a culture of quality in public elementary education.
Keywords: strategic thinking skills, total quality management
DOI: https://doi.org/10.5861/ijrse.2026.26020
Cite this article:
Baladad, R. R., & Naui, J. L. (2026). Strategic thinking skills of public elementary school teachers in Bambang II District: Its relationship to total quality management implementation. International Journal of Research Studies in Education, 15(1), 265-282. https://doi.org/10.5861/ijrse.2026.26020
* Corresponding Author