Empowering Educational Management: Teachers Insights into School Principals Use of Six-Sigma Methodology

Abstract Background/purpose. This study aims to identify strengths and areas for improvement in educational management by assessing the extent to which Jordanian school principals in Mafraq apply the Six Sigma (SS) methodology. The research addresses the need to understand how effectively SS principles are being implemented to enhance school management processes, focusing on teachers' perceptions. Materials/methods. A convenient sample of 383 teachers participated in the study. A survey comprising 36 items was used, distributed across five main domains: the Identification domain, the Measurement domain, the Analysis domain, the Improvement domain, and the Control domain. The survey data were analyzed to evaluate the extent of SS application and the impact of demographic variables such as gender, academic qualifications, and years of experience. Results. The findings indicate that teachers perceived a moderate application of SS methodology among school principals. Among the five domains, the Improvement domain ranked highest, while the Control domain ranked lowest, revealing a gap in understanding the importance of post-process control measures. Statistically significant differences in perceptions were observed based on gender, academic qualifications, and years of experience. Conclusion. The study concludes that SS methodology is moderately applied by Jordanian school principals. It recommends that we encourage training teachers and school principals on Six Sigma methodology and how to apply it in an educational setting