Administrative Empowerment as an Approach to Total Quality Management in Kindergarten

Abstract

The current research aimed to diagnose the current reality of administrative empowerment in kindergarten, to diagnose the current reality of total quality management as well, in addition to identify the nature of the relationship between the level of administrative empowerment and the level of practicing total quality management in Kindergarten, and finally to monitor the obstacles facing administrative empowerment in kindergarten so as to develop some recommendations to overcome these obstacles and to achieve total quality management in kindergarten. Data collection tools were two questionnaires - prepared by the researcher -. The research sample consisted of (110) kindergarten leaders of Directors, Deputy Directors and Head teachers from kindergarten, Minia Educational Administrations, from the nine centers of Minia Governorate. Findings of the study revealed the following: administrative empowerment in kindergarten was achieved at a low level and total quality management was achieved at a low level as well; in addition, there was a statistically significant positive correlation between administrative empowerment and total quality management in kindergarten; moreover, the research sample mentioned a set of obstacles facing administrative empowerment in kindergarten. Then the research sample suggested a number of suggestions to overcome these obstacles in order to achieve total quality management and a number of suggestions to activate total quality management in kindergarten.