International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 7 Issue 2
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Comparative Study of TQM Implementation in Urban and Rural Teacher Training Institutes

Author(s) Sunita Srivastava, Dr Mamta Sharma, Dr Suchitra Behera
Country India
Abstract Abstract
This study investigates the implementation of Total Quality Management (TQM) practices in urban and rural teacher training institutions, analysing the differences in approach, challenges, and outcomes between the two settings. By gathering data through surveys, interviews, and institutional reports from 20 teacher training institutes—10 located in urban areas and 10 in rural areas—the study highlights significant disparities in resource availability, stakeholder involvement, and leadership styles. Urban institutions tend to benefit from better infrastructure, greater funding, and a more active involvement of stakeholders, which enhances their ability to implement and sustain TQM practices. In contrast, rural institutions often face challenges such as limited financial resources, inadequate professional development opportunities, and fewer community partnerships, hindering the effectiveness of quality management initiatives. The study provides recommendations for rural teacher training institutions to adopt context-specific strategies that address their unique challenges, such as fostering stronger community engagement, enhancing leadership capabilities, and securing better funding opportunities. By identifying these disparities and offering solutions, this research contributes to a more equitable approach to TQM in teacher education, ultimately aiming to elevate the quality of education across both urban and rural settings.
Keywords Keywords Total Quality Management, Teacher Training, Urban, Rural, Quality Education, Higher Education, Comparative Study
Field Arts
Published In Volume 7, Issue 2, March-April 2025
Published On 2025-03-03
DOI https://doi.org/10.36948/ijfmr.2025.v07i02.36908
Short DOI https://doi.org/g86xdj
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E-ISSN 2582-2160
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