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Abstract
Improving the quality and relevance of education in Malawi has long been a goal of the sector as a whole. But how does one improve the quality of education, especially when so many factors are involved? Total Quality Management (TQM), which originated in the 1980s, has emerged as a process of improving quality in different sectors. Primary education in Malawi is the most accessible level of education with more than 80% of Malawians having access to it, thanks to Free Primary Education. However, the quality of primary education is undoubtedly poor and it is mostly unable to meet the needs of its main customers- the learners. As such, TQM presents a way for systematically and holistically improving the quality of primary education. This paper therefore examines the existing perceptions of teachers towards TQM practices in primary schools. TQM is split into 6 dimensions which are Visionary Leadership, Customer Satisfaction, Education and Training, Strategic Decision-Making, School Environment and Culture, and Benchmarking.