INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 699

www.rsisinternational.org

Major Findings of The Study on Total Quality Management in

Teachers’ Education Institutions (TEIs) In Assam – An Evaluative

Study

Susanta Mushahary,

Dr. Rajpal Singh Yadav

Research Scholar, Singhania University and Lecturer, Gossaigaon B.Ed. College,

India

Assistant Professor, Department of Education, Singhania University,

India

DOI:

https://doi.org/10.51244/IJRSI.2025.120800056

Received: 02 Aug 2025; Accepted: 07 Aug 2025; Published: 04 September 2025

ABSTRACT:

The quality of teacher education is pivotal to national educational outcomes. Total Quality Management

(TQM) in Teacher Education Institutions (TEIs) ensures continuous improvement through stakeholder

engagement, strategic planning, and quality control. This study investigates the perspectives of student-

teachers in Assam regarding the implementation and effectiveness of TQM in their respective institutions. The

present study aimed to evaluate the implementation and effectiveness of Total Quality Management (TQM)

practices in Teachers’ Education Institutions (TEIs) in Assam. The major findings revealed that although

awareness of TQM principles exists among the administrative and teaching staff, their practical application

remains inconsistent and fragmented. Key quality indicators such as leadership, strategic planning, faculty

development, infrastructure, student support services, and internal quality assurance mechanisms were found to

be inadequately addressed in many TEIs. The study also identified gaps in stakeholder participation,

continuous improvement processes, and data-driven decision-making.

These findings highlight the critical need for a policy-level shift toward quality-centric practices and

accountability in TEIs. The study provides a comprehensive framework for evaluating and implementing TQM

in teacher education, contributing significantly to educational policy and institutional reform in Assam.

Keywords: Total Quality Management, Teacher Education Institutions, Quality Indicators, Internal Quality

Assurance, Assam, Educational Reform, NEP 2020.

MAJOR FINDINGS OF THE STUDY

The major findings of the present study on Total Quality Management in Teachers Education Institutions

(TEIs) in Assam – An Evaluative Study are-

Permanent and guest faculties teaching staffs

 Govt. College of Teacher Education, Kokrajhar has total 15 teaching faculties out of that 11 faculties are

guest faculties only 4 are permanent faculties.

 Gossaigaon B.Ed. College has 20 faculties out of that 13 are permanent and 7 are guest faculties.



Ramesh Chandra Saharia Teachers Training College has 16 permanent faculties and no guest faculties.

 Reimalie Academy College has 18 faculties 15 are permanent and 3 are guest faculties.

 District Institute for Education and Training (DIET), Kokrajhar has 21 faculties and no guest faculties and

 Basic Training Centre (BTC), Kokrajhar has 21 faculties and no guest faculties.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 700

www.rsisinternational.org

The teaching staffs including Principal qualification

 Govt. College of Teacher Education, Kokrajhar has no D.Sc/ S.Litt, one Ph.D holder, M.Phil nil, Post

Graduate 16, B.Ed 16, M.Ed 10 and NET/SLET 16.

 Gossaigaon B.Ed. College has one D.Sc/ S.Litt, two Ph.D holder, M.Phil 02, Post Graduate 24, B.Ed

20, M.Ed 13 and NET/SLET 12.



Ramesh Chandra Saharia Teachers Training College has no D.Sc/ S.Litt, one Ph.D holder, M.Phil 01,

Post Graduate 16, B.Ed 16, M.Ed 12 and NET/SLET 12

 Reimalie Academy College has no D.Sc/ S.Litt, one Ph.D holder, M.Phil 01, Post Graduate 16, B.Ed

15, M.Ed 12 and NET/SLET 10.

 District Institute for Education and Training (DIET), Kokrajhar has no D.Sc/ S.Litt, one Ph.D holder,

M.Phil 02, Post Graduate 21, B.Ed 20, M.Ed 01 and NET/SLET 05.

 Basic Training Centre (BTC), Kokrajhar has no D.Sc/ S.Litt, no Ph.D holder, M.Phil 01, Post Graduate

21, B.Ed 21, M.Ed 02 and NET/SLET 04.

The no. of rooms available in the TEIs

 Govt. College of Teacher Education, Kokrajhar has Principal Room 01, Classroom 05, Auditorium 01,

Sports Room 01, Canteen Nil, Store Room 02, Staff Room 01, Laboratories 02, Music Room Nil,

Library 01, Reading Room 01 and Common Room 02.

 Gossaigaon B.Ed. College has Principal Room 01, Classroom 11, Auditorium 01, Sports Room Nil,

Canteen 01, Store Room 01, Staff Room 02, Laboratories 06, Music Room Nil, Library 01, Reading

Room 01 and Common Room 01.

 Ramesh Chandra Saharia Teachers Training College has Principal Room 01, Classroom 16,

Auditorium 03, Sports Room 01, Canteen 01, Store Room 02, Staff Room 01,

 Laboratories 06, Music Room 01, Library 01, Reading Room 02 and Common Room 02.

 Reimalie Academy College has Principal Room 01, Classroom 08, Auditorium 01, Sports Room 01,

Canteen Nil, Store Room 01, Staff Room 01, Laboratories 01, Music Room Nil, Library 01, Reading

Room 01 and Common Room 01.



District Institute for Education and Training (DIET), Kokrajhar has Principal Room 01, Classroom 05,

Auditorium Nil, Sports Room Nil, Canteen Nil, Store Room 01, Staff Room 01, Laboratories 02, Music

Room Nil, Library 01, Reading Room 01 and Common Room Nil.

 Basic Training Centre (BTC), Kokrajhar has Principal Room 01, Classroom 08, Auditorium 01, Sports

Room 01, Canteen Nil, Store Room 02, Staff Room 01, Laboratories 02, Music Room Nil, Library 01,

Reading Room 01 and Common Room Nil.

The library books details available in the institute

 Govt. College of Teacher Education, Kokrajhar has No. of Books in library – 3941 copies, No. of

newspaper subscribed – 03 Nos, No. of magazines subscribed- Nil, No. of national journals subscribed -

06, No. of international journals subscribed- Nil, Teacher- educators guide - Nil.

 Gossaigaon B.Ed. College has No. of Books in library – 7331 copies, No. of newspaper subscribed – 04

Nos., No. of magazines subscribed- Nil, No. of national journals subscribed - 05, No. of international

journals subscribed- 02, Teacher-educators guide - 02.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 701

www.rsisinternational.org

 Ramesh Chandra Saharia Teachers Training College has No. of Books in library – 4320 copies, No. of

newspaper subscribed – 02 Nos., No. of magazines subscribed- 01, No. of national journals subscribed -

05, No. of international journals subscribed- Nil, Teacher- educators guide - Nil.

 Reimalie Academy College has No. of Books in library – 2100 copies, No. of newspaper subscribed – 02

Nos., No. of magazines subscribed- 01, No. of national journals subscribed - 01, No. of international

journals subscribed- Nil, Teacher-educators guide - 01.



District Institute for Education and Training (DIET), Kokrajhar No. of Books in library – 2097 copies, No.

of newspaper subscribed – Nil., No. of magazines subscribed- Nil, No. of national journals subscribed -

Nil, No. of international journals subscribed- Nil, Teacher-educators guide - 02

 Basic Training Centre (BTC), Kokrajhar has No. of Books in library – 4530 copies, No. of newspaper

subscribed – 01 Nos., No. of magazines subscribed- 01, No. of national journals subscribed - Nil,

No. of international journals subscribed- Nil, Teacher- educators guide - 01.

The available of the Number of Toilets in TEIs

 Govt. College of Teacher Education, Kokrajhar has Total No. of Toilet(s) – 10, For Boys

– 03, For Girls - 03, For Differently-abled – 01, For Staff - 03.

 Gossaigaon B.Ed. College has Total No. Of Toilet(s) – 12, For Boys – 03, For Girls - 04, For

Differently-abled – 01, For Staff – 04.

 Ramesh Chandra Saharia Teachers Training College Total No. of Toilet(s) – 13, For Boys – 04,

For Girls - 04, For Differently-abled – 02, For Staff – 03.

 Reimalie Academy College has Total No. of Toilet(s) – 09, For Boys – 03, For Girls - 03, For

Differently-abled – 01, For Staff – 02.



District Institute for Education and Training (DIET), Kokrajhar Total No. of Toilet(s) –

 15, For Boys – 07, For Girls - 07, For Differently-abled – 0, For Staff – 01.

 Basic Training Centre (BTC), Kokrajhar has Total No. of Toilet(s) – 11, For Boys – 04, For Girls - 04,

For Differently-abled – 01, For Staff – 02.

The Enrolment of the TEIs:

 Govt. College of Teacher Education, Kokrajhar has enrolled in the academic session: 2019-20 in D.El.Ed.

Programme in total – 0, B.Ed. Programme in total – 100 and M.Ed. Programme in total- 50 and for the

academic session: 2020-21 in D.El.Ed. Programme in total – 0, B.Ed. Programme in total – 100 and M.Ed.

Programme in total- 50 and for the academic session: 2021-22 21 in D.El.Ed. Programme in total – 0,

B.Ed. Programme in total – 100 and M.Ed. Programme in total- 50.

 Gossaigaon B.Ed. College has enrolled in the academic session: 2019-20 in D.El.Ed. Programme in total –

50, B.Ed. Programme in total – 100 and M.Ed. Programme in total- 0 and for the academic session: 2020-

21 in D.El.Ed. Programme in total – 50, B.Ed. Programme in total – 100 and M.Ed. Programme in total- 0

and for the academic session: 2021-22 21 in D.El.Ed. Programme in total – 50, B.Ed. Programme in total

– 100 and M.Ed. Programme in total- 0.

 Ramesh Chandra Saharia Teachers Training College has enrolled in the academic session: 2019-20 in

D.El.Ed. Programme in total – 0, B.Ed. Programme in total – 100 and M.Ed. Programme in total- 0 and

for the academic session: 2020-21 in D.El.Ed. Programme in total – 0, B.Ed. Programme in total – 100

and M.Ed. Programme in total- 0 and for the academic session: 2021-22 21 in D.El.Ed. Programme in

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 702

www.rsisinternational.org

total – 0, B.Ed. Programme in total – 100 and M.Ed. Programme in total- 0.

 Reimalie Academy College has enrolled in the academic session: 2019-20 in D.El.Ed. Programme in total

– 0, B.Ed. Programme in total – 100 and M.Ed. Programme in total- 0 and for the academic session:

2020-21 in D.El.Ed. Programme in total – 0, B.Ed. Programme in total – 100 and M.Ed. Programme in

total- 0 and for the academic session: 2021-22 21 in D.El.Ed. Programme in total – 0, B.Ed. Programme in

total – 100 and M.Ed. Programme in total- 0..



District Institute for Education and Training (DIET), Kokrajhar has enrolled in the academic session:

2019-20 in D.El.Ed. Programme in total – 100, B.Ed. Programme in total – 0 and M.Ed. Programme in

total-50 and for the academic session: 2020-21 in D.El.Ed. Programme in total – 100, B.Ed. Programme in

total –0 and M.Ed. Programme in total- 0 and for the academic session: 2021-22 21 in D.El.Ed.

Programme in total – 100, B.Ed. Programme in total – 0 and M.Ed. Programme in total- 0.

 Basic Training Centre (BTC), Kokrajhar has enrolled in the academic session: 2019-20 in D.El.Ed.

Programme in total – 100, B.Ed. Programme in total – 0 and M.Ed. Programme in total- 0 and for the

academic session: 2020-21 in D.El.Ed. Programme in total – 100, B.Ed. Programme in total – 0 and M.Ed.

Programme in total- 0 and for the academic session: 2021-22 21 in D.El.Ed. Programme in total –10 0,

B.Ed. Programme in total – 0 and M.Ed. Programme in total- 0.

The results of the TEIs in respective programmes of last three years (final semester)

 Govt. College of Teacher Education, Kokrajhar has secured 100% passed percentage in 2019-20,

2020-21 and 2021-22 on B.Ed. programme and 100% passed percentage in

 2019-20, 2020-21 and 97.87% in 2021-22 in M.Ed. programme.

 Gossaigaon B.Ed. College has secured 100% passed percentage in 2019-20, 95% in 2020-21 and

100% in 2021-22 on B.Ed. programme and 100% passed percentage in

 2019-20, 2020-21 and 2021-22 in D.El.Ed. programme.



Ramesh Chandra Saharia Teachers Training College has secured 100% passed percentage in 2019-20,

2020-21 and 2021-22 on B.Ed. programme.

 Reimalie Academy College has secured 100% passed percentage in 2019-20, 2020-21 and 98% in

2021-22 on B.Ed. programme.



District Institute for Education and Training (DIET), Kokrajhar has secured 77% passed percentage in

2019-20, 88% passed percentage in 2020-21 and 75% passed percentage in 2021-22 on D.El.Ed.

programme.

 Basic Training Centre (BTC), Kokrajhar has secured 97% passed percentage in 2019-20, 100% passed

percentage in 2020-21 and 100% passed percentage in 2021-22 on D.El.Ed. programme.

 Govt. College of Teacher Education, Kokrajhar has conducted for the academic session: 2019-20 only

on workshop for two times, field trips for one time and seminar one time, in 2020-21 academic session

only field trip for one time has been conducted and in 2021- 22 academic session.

 Gossaigaon B.Ed. College has conducted for the academic session: 2019-20 extension lecture activity

one time, orientation programme tow times, workshops two times, filed trip one time and seminar one

time. And seminar two times, extension activity one time, orientation programme two time has been

conducted in 2020-21 academic session and one time extension lecture, one filed trip and two seminars

has been conducted and in 2021-22 academic session.



Ramesh Chandra Saharia Teachers Training College has conducted for the academic session: 2019-20

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 703

www.rsisinternational.org

debate one time, orientation programme one time. And seminar one times, extension activity one time,

orientation programme one time filed trip one time has been conducted in 2020-21 academic session

and one time debate, one filed trip, one workshop, one orientation programme and one seminar has

been conducted and in 2021- 22 academic session.

 Reimalie Academy College has conducted for the academic session: 2019-20 debate one time,

orientation programme one time. And seminar one times, extension activity one time, orientation

programme one time filed trip one time has been conducted in 2020-21 academic session and one time

debate, one filed trip, one workshop, one orientation programme and one seminar has been conducted

and in 2021-22 academic session.



DIET, Kokrajhar has conducted for the academic session: 2019-20 only on one debate, one orientation,

workshop one time, field trips, and in 2020-21 academic session only one workshop has been

conducted and in 2021-22 academic session.

 Basic Training Centre (BTC), Kokrajhar has conducted for the academic session: 2019- 20 only on

orientation, field trips, and in 2020-21 academic session only one workshop has been conducted and in

2021-22 academic session.

 It has found that almost all the TEIs, students’-teachers respondent is not sure regarding the are viz, -

Principal as leader, Teacher quality, Linkage and Interface, Students Quality, Co-curricular Activities,

Teaching Quality, Office Management, Relationships, Material Resources, Examination and Job

Satisfaction.

 Teacher-Educators’ respondents on Quality Performance Levels showing numerical weightage (points)

in percentage (%) of Govt. College Teacher Education, Kokrajhar and the overall finding of the

institutional rating by comparing the obtained score in percentage are in Needs Improvement- 21.42%,

Can do better- 25%, Satisfactory – 29.79%, Good- 20.23% and Outstanding– 3.57%.

 Teacher-Educators’ respondents on Quality Performance Levels showing numerical weightage (points)

in percentage (%) of Gossaigaon B.Ed. College and the overall finding are

in Needs Improvement-

19.79%, Can do better- 16.66%, Satisfactory – 25%, Good- 22.91% and Outstanding– 15.62%.

 Teacher-Educators’ respondents on Quality Performance Levels showing numerical weightage (points)

in percentage (%) of Ramesh Chandra Saharia Teachers Training College, and the overall finding are in

Needs Improvement- 18.055%, Can do better- 22.222%, Satisfactory – 19.444%, Good- 25% and

Outstanding– 15.277%.

 Teacher-Educators’ respondents on Quality Performance Levels showing numerical weightage (points)

in percentage (%) of Reimalie Academy College, and the overall finding are in Needs Improvement-

27.08%, Can do better- 23.95%, Satisfactory – 18.75%, Good- 19.79% and Outstanding– 10.41%.

 Teacher-Educators’ respondents on Quality Performance Levels showing numerical weightage (points)

in percentage (%) of DIET, Kokrajhar, and the overall finding are in

Needs Improvement- 16.66%,

Can do better- 25%, Satisfactory – 20.83%, Good- 25%



and Outstanding– 12.5%.

 Teacher-Educators’ respondents on Quality Performance Levels showing numerical weightage (points)

in percentage (%) of Basic Training Centre (BTC), Kokrajhar, and the overall finding are in

Needs

Improvement- 16.66%, Can do better- 23.61%, Satisfactory – 26.38%, Good- 22.22% and

Outstanding– 11.11%.

CONCLUSION:

The study on TQM in TEIs in Assam evaluated the current state of TQM implementation, identified

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 704

www.rsisinternational.org

challenges, and examined its impact on teacher preparation programs and student outcomes. TQM can

improve teacher training, enhance collaboration, and elevate educational quality. Still, obstacles like

reluctance towards change and lack of resources impede implementation. Raising awareness of TQM

principles and engaging stakeholders is essential to address these obstacles. Sufficient funding is required to

support training and career advancement. Ongoing monitoring and evaluation are crucial in assessing the

effects of TQM on educational results.

A thorough examination of the literature revealed that implementing TQM in teacher education can result in

multiple benefits. These involve better teacher training programs, higher student performance, improved

cooperation among those involved, and overall enhancement of educational quality. The evaluation also

recognized typical obstacles encountered when applying TQM, like opposition to change, lack of resources,

and the necessity for training and growth.

To tackle these difficulties and improve TQM execution, it is suggested to concentrate on increasing awareness

and comprehension of TQM principles among teacher educators in Assam. Efforts should be made to address

resistance to change through offering assistance and engaging stakeholders in the process. Sufficient funding

should be designated for the training and professional growth of teacher educators, along with the assessment

and evaluation of TQM implementation.

Moreover, the research emphasizes the significance of involving stakeholders, having strong leadership, and

incorporating technology for the successful execution of TQM in TEIs. The results underscore the importance

of continuous monitoring and assessment to gauge the effects of TQM on teacher training programs and

student results.

To sum up, the introduction of TQM principles in TEIs in Assam could lead to better teacher education quality

and improved student results. Nevertheless, some obstacles must be tackled, including reluctance to change

and lack of resources. Assam's TEIs can successfully implement TQM by increasing awareness, offering

assistance, and engaging all parties. The results of this research add to the current knowledge and offer

suggestions for policymakers and educational organizations in Assam to enhance teacher education quality

using TQM techniques.

REFERENCE

1. Abdullah, Shoeb (2009), Growth of Teacher Education Institutions: Issues and Problems. In Siddiqui,

M.A., Sharma A.K. and Arora G.L. (Eds.) Teacher Education: Reflections towards Policy Formulation.

New Delhi: NCTE, 485-499

2. Aggarwal, J C. (1996) Teacher and Education in a developing society Vikas Publishing House Pvt. Ltd.

Delhi: 413-431

3. Bora, T. (1997). Primary Teacher's Training: A Comparative Study of Diets and BTCs in Assam.

Unpublished Dissertation, DEPA, NIEPA, New Delhi: NIEPA.

4. Bordoloi, A. D. (1990). A Critical Evaluation of Teacher-Education in Assam at the Primary Level

during the Post- Independence Period with Special Reference to the Curriculum and In-Service

Training. Fifth Survey of Educational Research (1988-92). Vol. 2, pp. 1440. New Delhi: NCERT.

5. Goswami M. (2003). Measurement and Evaluation in Psychology and Education.

2. Amrag Printers Ali, Murad. and Shastri, R.K. (2010). Implementation of Total Quality Management in

Higher E d u c a t io n , Asian Journal of Business Management 2(1), pp 9-16.

1. Sharma, Rajesh K. "Total Quality Management in Teacher Education: A Study of Selected Institutions

in India." PhD diss., Jawaharlal Nehru University, 2009.

2. UNESCO. Quality Education for All: A Global Monitoring Report. Paris: UNESCO, 2005.

3. National Council for Teacher Education (NCTE). Quality in Teacher Education: Issues and Challenges.

New Delhi: NCTE, 2009.

4. Educational Leadership Journal. "Applying TQM in Education: Creating a Culture of Continuous

Improvement." Accessed August 13, 2024. https://www.ascd.org/el

5. Mishra kumar, Pradipta, (2010). “Quality management and excellence in teaching and learning for

higher education: Need of the Day”, Higher Education: Mission, Money and Management an UGC

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 705

www.rsisinternational.org

sponsorship National Seminar.

6. Satish. (2009). “The role of quality management concepts towards enhancing classroom learning”. The

International Journal of Quality and Reliability Management. The International Journal, 26(4).

7. MHRD (1990). Report of the Committee for Review of National Policy on Education 1986. New

Delhi: Government of India.