Identifying Influential and Inhibiting Factors for Institutionalizing Total Quality Management in Sama Schools in Hormozgan Province

Abstract

This study aimed to identify the influential and inhibiting factors affecting the institutionalization of Total Quality Management (TQM) in Sama schools in Hormozgan Province and to develop an indigenous model for educational excellence. The study was conducted using a qualitative approach and qualitative content analysis (thematic analysis). The statistical population consisted of university faculty members, Sama school principals, vice principals, and educational experts in Hormozgan Province who were selected through purposive sampling. Sampling continued until theoretical saturation was achieved, resulting in the participation of 21 experts. Data were collected through semi-structured interviews based on an 11-question interview protocol. The data were analyzed through open, axial, and selective coding processes. To ensure trustworthiness, techniques such as member checking and peer review were employed. The findings revealed that 101 open codes were extracted regarding influential factors, which were organized into seven core categories including “Strategic Leadership and Quality Management,” “Organizational Culture and Human Capital,” “Motivational System and Performance Management,” “Resource and Infrastructure Management,” “Processes and Standards,” “Participation and Networking,” and “Institutional and Environmental Support.” In contrast, 94 open codes were identified for inhibiting factors, with the most significant barriers including managerial instability, resistance to change, structural centralization, administrative bureaucracy, financial constraints, outdated equipment, weak motivational systems, exam-oriented approaches, and the conflict between short-term profitability and long-term quality investment. The final analysis led to the development of the “SAMA Excellence-Oriented Pentahedral Model (SAMA-PEM),” which explains the major dimensions of quality institutionalization. The results indicated that institutionalizing TQM in Sama schools is not merely a technical or administrative initiative, but rather requires cultural transformation, strategic leadership, human resource empowerment, and reform of traditional management structures. The success of this process depends on managerial stability, the development of a quality-oriented culture, enhancement of technological infrastructure, active stakeholder participation, and the reduction of administrative centralization. The proposed model can serve as a scientific and indigenous roadmap for improving educational quality and achieving sustainable excellence in Sama schools and similar educational institutions.