Abstract
Reforming and restructuring education through Deming’s 14 points have proved successful in yielding quality outcomes. However, many newly proposed programmes take the traditional, unimaginative approach to implementation – orientation sessions and workshops. These approaches often promote failure before programmes are implemented. This successful, practical approach to quality implementation lacks fanfare but creates wide interest in TQM. In a grass‐roots approach, principals begin slowly to create interest in quality by providing readings, chairing discussion groups, and identifying interested teachers to solve classroom problems using the TQM process. Capitalizing on self‐interest and success, quality teams form, support networks develop and successful outcomes spread as more and more teachers gradually embrace the quality principles.
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