The Implementation of Educational Quality Management Practices: Findings and Implications

Abstract

This article presents the results of a descriptive quantitative study that analyzes the implementation of evaluation and educational quality management practices in the context of institutional planning, specifically in the organization and execution of the Annual Work Plan (PAT, acronym in Spanish) in two primary schools with approximately 250 students, located in the northern region of Costa Rica. Data were collected through a questionnaire administered to 22 staff members across both schools. The main findings highlight weaknesses in the initial stage known as the creation of an enabling environment; staff confusion due to the lack of clear differentiation between the self-assessment report and the improvement plan with the PAT; and disparities between schools in the implementation of continuous improvement practices. The study concludes that the effectiveness of quality management processes is limited by the fragility of the first stage of implementation, which reduces the potential of the PAT as a strategic planning tool. Therefore, it is necessary to establish mechanisms for the dissemination and transfer of best practices. These findings are particularly relevant in the context of the ongoing transition toward the National System for the Evaluation of Education Quality (SNECE, acronym in Spanish), which incorporates and expands previous experiences in quality management within the Costa Rican educational system.