Management of Small Schools as Teacher and School Quality Movement – Area (TSQM-A)

Abstract

This academic article, “Management of Small Schools as Teacher and School Quality Movement – Area (TSQM-A),” aims to present effective approaches to the management of small schools as self-developing institutions within localized contexts (TSQM-A). The model promotes the comprehensive and simultaneous development of the four functional domains of small schools director, teachers, students, and stakeholders through collaborative and context-sensitive strategies. Specifically, the model envisions school administrators who are prepared to transform educational leadership, teachers who continually enhance instructional practices, students who are empowered to think, speak, act, present, and explore knowledge widely, and parents along with community learning partners who actively engage in problem-solving, improvement initiatives, encouragement, support, and co-development of the school’s mission. This article highlights three key areas: 1) The contextual background of small schools 2) Strategic approaches to small school management and 3) Small school management under the TSQM-A framework as localized self-developing institutions, which focuses on four core components: H: Humanity – Human resource development, O: Opportunity – Creation of opportunities for integrated development, M: Money – Quality-focused budget management and E: Environment – Learning environment management.