Abstract:

Theoretical Background:
Total Quality Management in education is based on cooperation, continuous improvement and participation of all members of the school community. School culture functions as a critical factor, as it directly affects the adoption and sustainability of quality practices in inclusive environments. Finally, leadership plays a central role in shaping a culture of cooperation and in promoting MPG strategies.

Purpose:
The study explores the role of school culture in applying the principles of Total Quality Management (TQM) in inclusive education schools. The aim is to show how the culture, cooperation and common values of the school affect the effectiveness of inclusion.

Methodology:
Data from an extensive questionnaire of 65 variables, completed by teachers and leaders working in inclusive schools, were used. The Likert scale recorded perceptions of culture, leadership, training and implementation of TQM practices. The analysis included descriptive statistics and exploring intravariable correlations.

Results:
Initial findings show that teachers perceive school culture as a key factor in the implementation of Total Quality Management. High scores are associated with collaborative practices, open communication and a positive climate. At the same time, leadership is strongly associated with the dissemination of quality principles, while there is a significant need for increased support and training from the Ministry of Education. Educators with more experience or relevant training tend to assess more positively the feasibility of TQM strategies.

Conclusions:
The study confirms that school culture is a foundation of TQM in inclusive units. Strengthening leadership, systematic training and the development of collaborative structures can substantially improve the quality of inclusive education. The results support the need to adopt a common ITP strategy and show directions for future research.

Keywords:

Total Quality Management, Inclusive education, School culture.