Abstract
PurposeThe purpose of this paper is to investigate perceptions of primary education (PE) teachers with respect to evaluation within the framework of Total Quality Management (TQM) and their readiness to engage in the process of quality improvement. Within this context, a relevant measurement instrument is developed and empirically validated.Design/methodology/approachThe instrument developed herein included 30 items distributed across seven dimensions. It was disseminated among public PE units in Greece, yielding a substantial 2,088 responses. Several tests were performed, including principal component analysis, confirmatory factor analysis and structural equation modelling.FindingsThe findings supported the validity and reliability of the instrument, confirming that the proposed measures encapsulate actual dimensions that are most suitable for exploring evaluation perception and readiness in the context of TQM in PE. The study explored several correlations between the validated dimensions and independent variables such as gender, level of education, years of teaching experience and age. These analyses yielded additional valuable insights, enriching the depth of understanding provided by the present research.Practical implicationsThe fields of TQM and PE lack empirical evidence. However, this study offers valuable insights into teachers’ perceptions of evaluation and broader quality improvement efforts. This can help school managers, policymakers and practitioners refine their implementation strategies for educational excellence.Originality/valueTo the best of the authors’ knowledge, this study is the first to focus on the examination of evaluation as a key aspect of TQM within the context of PE. Through the development and validation of a real-time measurement instrument, it bridges a significant research gap, providing practitioners and researchers with a vital tool to understand and improve educators’ evaluation perceptions, enabling targeted interventions for enhanced performance.