TEACHERS’ PERCEPTIONS OF SPSK IMPLEMENTATION AND WORK MANAGEMENT EFFICIENCY: A CROSS-SECTIONAL SURVEY

Abstract

This study examines the implementation of ISO 9001:2015 principles through the Quality School Management System and its impact on teacher work management efficiency. It compares daily secondary schools and cluster-of-excellence daily secondary schools. By using a quantitative design, data were collected from 382 teachers across 90 schools and analyzed using SPSS 25.0 and One-Way ANOVA (Cohen et al.,2011). The findings indicate a high overall level of ISO practice (Mean=3.89, SD=0.510), with "Evidence-based Decision Making" scoring the highest (Mean=3.97) (Rahman & Daud, 2014). Teacher work management efficiency was also high (Mean=4.23, SD=0.431), reflecting a strong capacity for systematic task execution (Hamid et al., 2021). Notably, no significant difference (p > 0.05) was found between teachers in daily schools (Mean=4.24) and cluster schools (Mean=4.21), leading to the acceptance of the null hypothesis (Ismail & Absullah, 2012; Malaklolunthu & Shamsudin,2011). The study concludes that while SPSK effectively enhances administrative quality, the efficacy of teachers remains consistent across different school types despite variations in autonomy and demands (Rodríguez-Mantilla et al., 2021).