Enough is Never Enough: A Multi-Case Exploration of Teacher-Practitioners Embracing Kaizen in Continuous Improvement Projects
DOI:
https://doi.org/10.54536/jtel.v3i2.4687Keywords:
Continuous Improvement Project, Educational Sustainability, Kaizen, School Improvement, Teacher-PractitionersAbstract
This study examined the experiences of teacher-implementers engaged in Continuous Improvement (CI) Projects across five schools in the Maitum East and West Districts. Using a qualitative multiple case study approach, data from 15 participants were analyzed following Creswell’s (2021) framework. Key findings highlight data-driven decision-making, forged strong collaboration with stakeholders, leadership-driven operational improvement, transformative initiative, and improved student outcomes. Systematic data collection enabled targeted interventions, improving literacy, attendance, and engagement. Collaboration among teachers, administrators, parents, and community members fostered shared responsibility, ensuring project sustainability. Leadership support played a vital role in securing resources and maintaining momentum. Incremental changes accumulated into meaningful shifts in school culture and student learning. CI projects led to improved literacy skills, attendance rates, and student participation, reinforcing their transformative potential. The study underscores the need for professional development in data literacy, stronger leadership involvement, and systemic support for CI initiatives. Ultimately, it validates CI as a scalable, sustainable model for enhancing education, particularly in resource-constrained settings, and calls for its continued integration into school practices and policies.
References
Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better (2nd ed.). Harvard Education Press.
Burke, W. W. (2017). Organization change: Theory and practice (5th ed.). SAGE Publications. https://doi.org/10.4135/9781506374586
Calingo, J. M. B. (2024). The mediating role of organizational learning in continuous improvement success. American Journal of Education and Technology, 2(1), 22–33. https://doi.org/10.54536/ajebi.v3i3.3661
Carrillo-Beltrán, J. C. C., Llanos-Ramírez, M. del C., Ramírez-Jiménez, A., & Bogarín-Correa, M. del R. (2024). Educational innovation: An approach to the Japanese Kaizen method in university students. Revista Teoría Educativa, 8(19), 1–10. https://doi.org/10.35429/JET.2024.8.19.1.10
Creswell, J. W., & Creswell, J. D. (2021). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Creswell, J. W., & Poth, C. N. (2024). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). SAGE Publications.
Department of Education. (2015). DepEd Order No. 44, s. 2015 – Guidelines on the enhanced school improvement planning (SIP) process and the school report card (SRC). https://www.deped.gov.ph
Department of Education. (2024). DepEd Order No. 7, s. 2024 – Implementing guidelines on school-based management. https://www.deped.gov.ph
Dixon, C. J., & Palmer, S. N. (2020). Transforming educational systems toward continuous improvement: A reflection guide for K–12 executive leaders. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/resources/publications/transforming-educational-systems-toward-continuous-improvement/
Duran, V., & Mertol, H. (2020). Kaizen perspective in curriculum development. Asian Journal of Education and Training, 6(3), 384–396. https://doi.org/10.20448/journal.522.2020.63.384.396
Elipane, L. E., & Quieta, A. C. (2023). School-based management practices and academic performance: Evidence from Philippine schools. International Journal of Educational Management and Research, 2(1), 44–59. https://www.researchgate.net/publication/388825754
Garet, M. S., Eisner, R., Kochanek, J., Jones, K. T., Ibis, M., & Estrada, S. (2021). Continuous improvement in education settings: A literature review. American Institutes for Research. https://www.air.org/resource/report/continuous-improvement-education-settings-literature-review
Kaizen Institute. (2023). Enhancing higher education through KAIZEN™ 4.0. In Lecture Notes in Management and Industrial Engineering: Advances in operational excellence in the higher education sector (pp. 110–122). https://doi.org/10.1007/978-3-031-84816-2_9
Kotter, J. P. (2012). Leading change (With a new preface by the author). Harvard Business Review Press. (Original work published 1996)
Li, J. (2024). Educational improvement science: The art of the improving organization. ECNU Review of Education, 7(3), 714–737. https://doi.org/10.1177/20965311231201985
Madamba, M. D., Julian, F. P., & Borja, E. T. (2022). Capability enhancement plan for school heads anchored on the national competency-based standards. American Journal of Multidisciplinary Research and Innovation, 1(5), 1–10. https://doi.org/10.54536/ajmri.v1i4.666
Park, S., Hironaka, S., Carver, P., & Nordstrum, L. (2021). Continuous improvement in education. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/resources/publications/continuous-improvement-in-education/
Prudente, M. S., Reyes, R. C., & Cabardo, J. R. (2023). Strengthening the implementation of continuous improvement projects in Philippine public schools: Best practices and challenges. Asia Pacific Journal of Education, 42(1), 99–117. https://doi.org/10.1080/02188791.2023.2159210
Shakman, K., Bailey, J., & Breslow, N. (2020). Continuous improvement in schools: Lessons from research and practice. Harvard Graduate School of Education. https://doi.org/10.18665/ed.313942
Villanueva, J. S., & Ortega-Dela Cruz, R. A. (2021). The praxis of school-based management on curriculum and learning in the Philippines. International Journal of Social Sciences & Educational Studies, 6(2), 89–101. https://doi.org/10.23918/ijsses.v6i2p89
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ryan L. Jacob, Lily Grace M. Morales
This work is licensed under a Creative Commons Attribution 4.0 International License.
