Obstacles of Achieving Total Quality in the Faculty of Education in Alexandria University from Staff’s Perspective

Abstract

This study investigated obstacles that prevent achieving total quality in the faculty of Education in Alexandria University from the point of view of the faculty members in order to provide methods for overcoming such obstacles. The study also aimed to measure the impact of the variables (gender – academic rank – the major) on the staff's views in the fields of (teaching, learning – scientific research – community service – university administration – staff's personal aspects). The study was based on the descriptive method and used a questionnaire to a sample of (100) teaching staff members who were randomly selected. The results revealed that the obstacles were as follows: i) obstacles of university administration with a mean of (4.5) indicating a very high agreement score, ii) obstacles of teaching and learning process with a mean of (4.2) indicating a high agreement score, iii) obstacles of the scientific research with a mean of (3.9) indicating a high agreement score, iv) obstacles of the community service with a mean of (3.5) indicating a high agreement score and v) obstacles related to the staff members’ personal aspects with a mean of (3.4) indicating an average agreement score. The results showed no statistically significant differences between the staff's views regarding about obstacles of applying total quality in the Faculty of Education, Alexandria University attributed to gender, academic rank or major. Keywords: Quality, Faculty of education, Staff members, TQM obstacles.