Invention Journal of Research Technology in Engineering & Management (IJRTEM)

ISSN: 2455-3689
www.ijrtem.com Volume 1 Issue 2 ǁ March. 2016 ǁ PP

Effectiveness of English Language Teaching (ELT) Community Integration

with Total Quality Management (TQM) in Sustaining Teaching English to
Speakers of Other Languages (TESOL) Best Practices to Optimize
Stakeholders Satisfaction
Dr.Mahmoud A. Ramadan1, Nehad El Leithy 2
Arab Academy for Science, Technology & Maritime Transport
Marketing Department Certified TEFL Teacher English instructor

Abstract: The increasing global competition, lack of awareness and clear understanding of numerous varied domains and
challenging issues surrounding the managerial implementation process caused TESOL educational institutions to realize the necessity
to rapidly respond successfully to compete in the marketplace, meeting stakeholders' requirements and achieving a better competitive
advantage.TESOL educational institutions have to work hard on making their strategic and operational processes more efficient and
effective.For most, if not all, TESOL educational institution, achieving superior performance relative to rivals is the ultimate
challenge.Consequently, TESOL educational institutions need to change their operation system by motivating the interest of all
stakeholders, changing employees‘ attitudes, encouraging unity of purpose, involving creative problem solving, and making sure that
organizational goals and objectives are accomplished. And that gets us to conclude that if TESOL educational institutions improve
their system operation by adapting TQM and integrating work flow between top managerial level, middle managerial level and the
ELT community, there will be an effective well communicated work harmony, especially in the decision making process and in
developing more healthy culture across all the institution.
Key Words: TESOL, ESOL, ELT, TQM

1. INTRODUCTION
ESOL teachers are seen as a key organizational entity because of their share that can improve the TESOL educational
institution performance. Increasing customer satisfaction, profit and achieving a high competitive advantage is the ultimate goal.
ESOL teachers can be productive; however, it might also happen that their effort and collaboration is miscommunicated and
somewhat unproductive, leading us to the conclusion that the whole institution would have been more productive under different
circumstances. But, not all ESOL teachers are high performing teachers and often the benefits of recruiting qualified ones are lessened
by problematic communication and cooperation.So, it is essential for researchers and practitioners to know how to expand the
mechanisms of ESOL teachers' work with the managerial level. In particular, it is interesting to know, how ESOL teachers'
performance can be promoted and what factors are associated with productive and effective communication and cooperation between
them and the whole institution. ESOL teachers have too often been a second thought throughout the strategy making process. Yet the
success of any educational strategy hinges on getting it to reality rather than just an abstract wish list. And this gets us to conclude that
ESOL teachers can and should play a main role in the success of the institution. Although ESOL teachers have not been part of
strategy and policy conversations. Furthermore, ESOL teachers have been largely absent from the conversation around the decision
making process, yet they play a critical role in its successful implementation.

2. Literature Review
2.1 Stakeholders Satisfaction
According to the Stanford Research Institute in 1963, the term ―stakeholder‖ refers to ―those groups without whose support
the organization would cease to exist‖ (Freeman & Reed, 1993; DeWit & Meyer, 1998). According to (Rhenman, 1968) an
organization‘s stakeholders are those individuals or groups who depend on the company to realize their personal goals and on whom
the company is dependent for its existence. (Post et al., 2002) support that the corporation is an organization engaged in mobilizing
resources for productive uses in order to create wealth and other benefits for its multiple constituents, or stakeholders. Accordingly,
organizational wealth is understood as ―the summary measure of the capacity of an organization to create benefits for any and all of its
stakeholders over the long-term‖ (Post et al., 2002).(Watson & Gallagher,2005) suggest that early quality management models were
effective in helping to manage environmental changes (e.g. economic variables social variables) that caused the quality of products to
ebb and flow throughout the history of a given organization thus, serving to stabilize quality and enable greater stakeholder
satisfaction with the organization.It is not easy to find mutually beneficial relationship between organization and its stakeholders.
Quite often building a network of reciprocal relationships with all stakeholders is not simple (Svendsen, 1998). In most companies,
competitive pressures keep all eyes focused on the short term, making it extremely difficult to bring long-term issues to the forefront.
And collaboration means letting go out of control, which is always difficult for corporate managers schooled in the art of competition

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(Svendsen, 1998; Margolis, 2001; Jones, 1999). An institution's interest could be best achieved through positive and effective
relationships with others. Institutions should tend to expand their interests to involve the needs and interests of all stakeholders, in
order to develop the mutually beneficial relationships. Internal systems and structures have to be in harmony to satisfy the needs and
interests of all stakeholders is an endless, continuous, and multidimensional way. Top management should always be on cooperation
with stakeholders, workers should recognize their responsibility in the relationship process. Establishment of integrated solutions on
the basis of the principles of total quality management offers alternative solutions and common place of interests, alignment or
balancing.

2.2 Understanding TESOL CurrentManagerial Boundaries

Most TESOL research work and results done to date didn‘t get the maximum output and best practices to the profession.
Most researchers in TESOL field have been at one time or another language teachers and May still are. As a result, all researches had
the same beliefs, background, experience, challenges, frustrations and pedagogical considerations which face all teachers‘ daily
practices inside the classroom in other words they all share the same conceptions of research.
It has been verified that the type of researchers has put the TESOL research field in a circle of boundaries. TESOL researches
worked mostly on main domains inside the classroom, forming a limited number of replicated studies to date.
And that gets us to a finding that there are four major themes that are repeatedly running through ESOL teaching and research efforts
at the present time. These themes are relating to the learners, subject matter, method and sociopolitical, geographical issues.
However, in today‘s interconnected and interdependent world we need to stop focusing only on single study programs and give more
exposure to research and outreach. The world is changing and we have to react to this change. According to (Demirbag et al., 2006)
"the increasing global competition and the continuously growing demand by customers for an improved quality of products and
services, caused organizations to realize that they must rapidly respond to successfully compete in this marketplace."
Less amount of attention has been given to systematically managing the quality of language proficiency that learners need to reach in
order to achieve the desired outcomes.
The researcher (Kumaravadivelu,2006) comes up with the idea that ―as long as we caught up in the web of method, we will
continue to get entangled in an unending search for an unavailable solution.‖He suggests that "we must find an alternative to method,
rather than finding an alternative method".
Over the past years, there has been a dramatic change in the scope of English language teaching and in TESOL as a worldwide
profession of English language teaching. These changes arose from the TESOL research, paradigm shifts within the profession and the
contributions of influential thinkers and leaders as (Richards, 2009) acclaims. The focus in all these changes was mainly developing
as well as delivering the academic base of the TESOL profession.
―We‘ve come a long way‖—declares (Brown, 1991) as he concludes his essay for the 25th anniversary issue of TESOL Quarterly. He
was actually referring to the progress the TESOL profession was making during the 1970s and 80s in achieving desired goals such as
shifting its focus from product-oriented teaching to process-oriented teaching, and from a rigid curriculum to a more flexible one.
(Smith, 1996) builds up on this "In the literature, two different perspectives of language learning have dominated in ESL pedagogy: a
product view and a process view.
While researches have been exploring academic and pedagogical areas for the last decade, only a few studies have examined
the ESL context from a managerial or organizational perspective.
The challenge for TESOL institutions recently is to develop a frame of action through which contemporary understanding of TESOL
can be applied and developed.
TESOL institutions and research need a new scope in the TESOL field :(a) where TESOL is dealt with as a process oriented with a
flexible framework not as a product, (b) where specific objectives and priorities are defined, set and attained, (c) where all individuals‘
total involvement is a key performance, (d) where awareness is raised on how to formulate a specific culture to support the desired
teaching and learning environment, (e)where highest level of communication, coherence, integration, planning, leading, organizing,
innovation and continuous improvement are main practices in the TESOL profession.

2.3 TESOL from a Managerial Perspective

(Richard, 2009) acclaims that in the last decades or so language teaching has been influenced by concepts and practices from
the corporate world. Schools are increasingly viewed as having similar characteristics to other kinds of complex organizations in terms
of organizational activities and processes, as systems involving inputs, processes, and outputs. Teaching is embedded within an
organizational and administrative context and influenced by organizational constraints and processes.
This management-based or industrial view of education has brought into language teaching concepts and practices from the
commercial world, with an emphasis on planning, efficiency, communication processes, targets and standards, staff development,
learning outcomes and competencies, quality assurance, strategic planning, performance appraisal, and best practice. We have thus
seen a movement away from an obsession with pedagogical processes to a focus on organizational systems and processes and their
contribution to successful language programs. And this gets us to the first steps where learning moves beyond the classroom.

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2.4 TESOL Management Philosophyand Organizational Design

(David & Tesh, 1997) describe two types of organizational design that are commonly found in TESOL educational
institutions and schools, the mechanistic model and the organic model.

2.4.1 The Mechanistic Model

The mechanistic model is bureaucratic approach to organizing collective activities that stresses "the need for authority,
hierarchies of control, and an explicit chain of command". (David & Tesh, 1997) suggest that many language programs reflect this
organizational model.

2.4.2 The Organic Model

The organic model of organizational design is one that maximizes flexibility and adaptability, encourages complete
confidence and trust between superior and subordinates, and taps a wide range of human motivations to achieve organizational goals.
Communication flows in all directions, both vertically and laterally. Teamwork is substantial and decision-making and control
functions are shared widely throughout the organization.Aspects of the organic model are also found in many language programs.
(David & Tesh, 1997). (David & Tesh, 1997) suggest that most TESOL programs have features of both the organic and mechanistic
models, depending on the size of the program and the type of staff working in it.
Thus TESOL management philosophy does not place ESOL teachers at the core of the managerial function of the language institution
as they are just an entry level employees or implementers of the TESOL, just working on limited track of the TESOL. ESOL teachers'
main target is to create and maintain a sustainable, conducive, collaborative and innovative teaching and learning environment with
and for learners, which is a complex web of interrelationships. Their focus is on empowering learners to take charge of their learning,
to ask questions and investigate phenomena, to spark their interest to evaluate their readiness for instruction.

2.5 The Decision Making Process in a TESOL Educational Institution

2.5.1 Role of Principals and Administrators
School principals and administrators are the key player in the decision making process. They also recognize and elevate the
status of ESOL teachers. The more principals and administrators are aware of ESOL teachers‘ expertise, they are more likely to
endorse an inclusive school culture that will support ELLs as well as ESOL teachers and accordingly sustain TESOL best practices.

2.5.2 ESOL Teachers' Current Role in the Decision Making Process:

In defining ESOL teachers‘ current roles in the decision making process, several challenges seemed to suggest that the ESOL
teacher is lower in status. This is because of several reasons including ESOL teachers‘ varying roles, a lack of recognition and equality
in the TESOL field, and a low level of ESOL teacher involvement in strategy and policy decisions at the school level.(Pashiardis,
1994) claims that the multidimensional approach to measuring teacher participation in decision making revealed quite high actual
participation in decisions concerning students‘ and teachers‘ issues, but low levels of participation in managerial decisions. He adds
that the discrepancy between the actual and desired levels of participation showed significant deprivation across all decision‐making
domains. Greater participation in decisions concerning teacher issues and lower levels of deprivation of participating in managerial
issues were associated with teachers‘ perceptions of better leadership and higher collegiality in schools. The strongest predictor of
both teachers‘ sense of efficacy and job satisfaction was their participation in decisions concerning teacher issues.

2.6 Challenges Facing TESOL Educational Institutions from a Managerial Perspective

1- Some TESOL institutions are viewed by their owners as little more than business opportunities.
2- The purpose of hiring qualified and certified ESOL teachers and providing proper training for ongoing professional development
as they are just ESOL teachers not as a part of the operation process so far of their managerial skills.
3- ESOL teachers may be poorly motivated, poorly qualified and on poor employment terms.
4- ESOL teachers' turnover is high because of the gap between them and the managerial decisions, consequently getting the
institution reputation low.
5- Maintaing educational quality within a business environment is a challenge for most private TESOL institutions.
6- Promotion of ESOL teachers in most institutions is based on seniority more than quality which leads to minimizing what should be
done to what is actually done.
7- Poor career path plan for ESOL teachers due to teaching specialization only and poor management knowledge.
8- Unsufficient communication and very poor cooperation between top managerial level and ESOL teachers.

2.7 Role of TQMin Dealing with TESOL Managerial Problems

TQM plays a critical role which results in delighting customers, creating a high competitive advantage, increasing profit and
adding value to the whole TESOL educational institution.(Jones et al., 1989) suggests that TQM is not just another management fad; it
is capable of delivering real competitive advantage.The European Journal of Operational Research, argues that TQM is positively
related to performance, because it establishes a system that will provide organizations with synergies. Thus, we can expect that to the
extent an organization implements TQM practices, performance should be enhanced.Firms with effective TQM implementation can

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 Effectiveness of English Language Teaching (ELT) Community Integration with Total Quality Management (TQM) in

reach several benefits such as improving quality, enhancing productivity, or achieve better operating income (Corbett, C.J., Montes-
Sancho, M.J. & Kirsch, D.K., 2005).

2.7.1 TQM and Creating Organizational Culture

(Batten, 1994) reports that "For TQM to succeed, it must function within a total quality culture. Total quality culture can be
defined as: The concentration of all people and resources in a never-ending quest for greater quality and service in every dimension of
the organization." TQM demands a change in the corporate culture, where the new work environment has the following
characteristics: An open, problem solving atmosphere; Participatory design making; Trust among all employees (staff, line, workers,
managers); a sense of ownership and responsibility for global achievement and problem solving; Self-motivation and self-control by
all employees. All decisions must be directed by these two works, its people, not the statistical analyses that have become widespread
to TQM, who have the influence to transform vision into reality. Successfully reacting to changes in the global marketplace requires a
flexible and adaptable corporate culture(Elashmawi, 2000). According to (Lehr, 1988) not one single process or approach can be
installed intact in two different organizations. Each firm must custom-make its own quality program to fit the culture, and practices
and policies that are unique to that organization. The benefits of TQM implementation are not only of financial nature but also the
change of behaviors, attitudes and processes in the institution. The transformation to total quality culture starts with the awareness of
quality management principles and concepts in a TESOL educational institution.(Gore Jr, 1999; Corbett and Rastrick, 2000) declare
that for many years, especially during the last two decades, corporate culture has been acknowledged as an important component of
organizational success.

2.7.2 TQM and Enhancing People Commitment

(Philip, 1990) believes that it takes quality people to do quality work. (Joel, 2004) says that TQM has far reaching
implications for the management of human resources. He emphasizes among employees the aspect of self-control, autonomy and
creativity. People doing the job are the true point at which quality responsibility can lie. Teamwork is the right and best way for
process improvement and re-designs. (Oakland, 1989) points out that it is important for teams to focus on issues and use time as
efficiently as possible. (AL-Otaibi, A.G.,2000) supports that from an organizational perspective; commitment constitutes a referee for
organizational positive results.Journal of Operations Management, vol. 28, states that commitment, next to employee training,
customer focus and quality management, has a positive influence on performance, producing better results and providing a major
effectiveness to them. Thus, a stronger relationship between commitment and performance exists when employee commitment is
turned out, producing a desirable organizational behavior.(Meyer, J.P. & Allen, N.J., 1991) acclaims that workers with high levels of
organizational commitment show a sense of belonging to the organization that lead them to achieve the organization‘s objectives, and
their pleasure to remain as a part of the organization.

2.7.3 TQM and Communication

Effective communication is the heart of a TQM organization. Communication acts as an essential bond between all elements
of TQM. (Lamons, 1994) acclaims that the success of an organization's quality efforts relies largely on focusing on the right objectives
and its ability to communicate them to customers both internal and external. (Stamatis, 1996) also sees communication as one of the
most important factors of a total quality initiative.

2.7.4 TQM and Top Management Leadership

TQM in TESOL is concerned with features that apply to the whole of an institution, such as the way in which its leadership
can create a culture of quality, often involving methodologies like action research, quality circles, student focus groups,
encouragement of innovation, and use of class observations. (Application of Quality Management in Language Education 289). The
other facet of TQM is directed towards the students and other stakeholders involved in the process. According to (Keys, 1991) an
adversarial relationship between management and non-management should not exist, and he emphasized that a cooperative
relationship is necessary for success. (Saraph et al, 1989) acclaim that top management leadership is the degree of which top
management sets up QM objectives and strategies, provides and allocates necessary resources, contributes in quality improvement
efforts, and assesses QM implementation and performance. (Rhaizan & Tan, 2011)rated management leadership and commitment as
second important factor in success of TQM in service organization.
Top management support is vital and the most important factor for quality management. Leadership and quality management
practices (QM) concepts are very critical in organizations. According to (Grover et al., 2006), no discussion on TQM is complete
without considering references on top management involvement.(Brown et al., 1994) identify that lack of top management
commitment is one of the reasonsfor the failure of TQM adoption.

3. Challenges for TQM Success

3.1Adequate Resources for Total Quality Management
There is a budgetary allocation made towards teachers training and development which is critical for total quality
management implementation. (Newell & Dale, 1990) argue that poor education and training present a major obstacle in the

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development and implementation of a quality program. (Schein, 1990) mentioned that business school failure to teach relevant process
skills contributed to manager ineffectiveness.

3.2 Stakeholders Focus

(Alexander, 1989) reports that quality is usually based on "soft technologies" where the objective is to improve customer
satisfaction as well as the quality of work life.The practice of customer focus has been implemented by various organizations under
the umbrella of Total Quality Management (TQM). It represents one of the several critical factors of TQM, together with other critical
factors such as continuous improvement, teamwork, and management commitment (Abdullah et al., 2008; Yu et al., 2012).An integral
TQM feature, firms with strong practice on customer focus move beyond the objective of delivering products and services that meet
customer expectation and demand (Verhoef & Lemon, 2013).

3.3 Well-thought-out Planning

As (Oakland, 1989) says, the pre-planning stage of developing the right attitude and level of awareness is crucial to achieving
success in a quality improvement program.(Newell & Dale, 1990) in their study observed that a large number of companies are either
unable or unwilling to plan effectively for quality improvement. Any deficiencies in the original planning results in a process running
at a high level of waste.

4. Benefits of TQM for TESOL Educational Institutions

(Rategan, 1992) reports that a 90%improvement rate in employee relations, operating procedures, customer satisfaction, and
financial performance is achieved due to TQM implementation.(Prajogo & Sohal, 2004; Prajogo & Sohal, 2001; Kaynak, 2003) claim
that the effects of TQM practices on various types of performance measures differ.
1-Total quality management ensures delivering high quality products and services.
2-Total quality management is vital for customer satisfaction which in the long run leads to customer loyalty.
3-Total quality management ensures better revenues and higher productivity for the organization.
4. Promotes ESOL Teachers and Employees Ownership of Decision
(Keys, 1991) states quality programs are successfully instituted only when the distinction between manager and employee is
removed and the new goals are practical and achievable. (Mullins, 2005) is of the opinion that many people believed that staff
participation in decision making leads to higher performance and which is necessary for survival in an increasingly competitive world.
(Wolfson, 1998) reiterates that boredom and frustration at work is often the result of an employee‘s lack of involvement in decision
making processes with the organization‘s goals and a feeling that their ideas are not wanted or listened to. He further expatiates that
staff turnover increases as employee‘s walkout of the door for more interesting jobs.

5. Conclusion
The more TESOL educational institutions adopt TQM principles the more the 3Cs –communication, culture, cooperation –
will be fully integrated with the managerial operation upward and downward thus will optimize internal and external stakeholders'
satisfaction. This research explores and assesses the critical TQM principles identified in the literature review and past studies to
successfully adopt a TQM system. According the future researchers need to decomposition the degree of top management
commitment to support the total quality management role in making their effort effectively in improving and developing their
educational institution's culture with the right mission, setting a fully strategic plan involving and empowering ESOL teachers,
encourage ESOL teachers training and education and assign them with non-teaching tasks influences stakeholders' satisfaction
positively. Besides, a clear understanding of current and future customers' requirements and considering their continuous feedback
throughout a unity of purpose to sustain a high degree of customer focus impacts stakeholders satisfaction positively.

6. Recommendations
1. Management commitment
A quality implementation program succeeds only when top management is fully committed. (Bothe, 1988) points out that
although the top management does not have to be a quality expert, programs fail when the top management does not recognize th e
contribution these techniques make toward profitability and customer satisfaction.The commitment of top management is generally a
preliminary point for implementing and practicing TQM to enhancing performance of an organization (Ahire & Ravichandran,
2001).It is impracticable to adopt QM and improve performance without strong top management support (Flynn et al, 1995). Top
management carries the primary responsibility for commitment to quality and support efforts necessary to successful TQM
implementation (Crosby, 1979).

2. Employees Support and Involvement

(Keys, 1991) emphasizes that a cooperative relationship between management and non-management is necessary for success.
In fact, the influence of employees‟ involvement in firms‟ changing processes has been extensively reported in both academic and
practitioner journals which strongly highlight its importance and potential on organizational changes (Welikala & Sohal, 2008; Sun et

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 Effectiveness of English Language Teaching (ELT) Community Integration with Total Quality Management (TQM) in

al., 2000; Chiu, 1998; Wilkinson, 1998; Dale et al., 1997; Hackman & Wageman, 1995; Marchington, 1995) through personal
involvement on problem-solving and decision-making.

3. Proper training/adequate Human Resource Development

(Newell & Dale, 1990) argue that poor education and training present a major obstacle in the development and
implementation of a quality program. Training programs attempt to teach employees how to perform particular activities or a specific
job. Education, on the other hand, is much more general, and attempts to provide employees with general knowledge that can be
applied in many different settings (Cherrington, 1995).
Learning is the ability and willingness of the firm to engage in learning or knowledge seeking activities at the individual, group or
team, and organizational levels (Anderson et al., 1994a). A TESOL educational institution should continually motivate and encourage
employees to accept education and training.
4- All the managerial functions should be not only overlapped but also fully integrated with their operations management and working
more in the continuous feed, feed through and fee back process

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