为不断提高教学质量，学校进行了教学质量管理模式的探索。其中，教学全面质量管理模式成为理论研究的热点，在学校实践领域不乏成功案例，成为提高教学质量的有效方式之一。学校如何有效实施教学全面质量管理是学校实践和理论研究共同关注的问题之一。本研究旨在开发一套具有良好信度和效度的教学全面质量管理倾向量表，依据量表分析学校的教学质量管理是否遵循教学全面质量管理，判断其遵循程度，并为学校进一步推行教学全面质量管理提供指导。 本研究采用问卷调查法和访谈法。首先，在研究全面质量管理的经典模式和教育教学全面质量管理理论的基础上，建立了教学全面质量管理倾向量表的理论架构；其次，通过访谈12名小学管理者，编制出初测题项；再次，选取了67名小学管理者进行预测，调整不理解或重复题项；随后在全国范围内选取102名小学管理者正式施测，最终得到了具有良好信度和效度的量表。并利用收集数据，分析我国小学教学质量管理现状。研究结果如下：（1）小学教学全面质量管理倾向量表包括以学生和家长为中心、持续改进、教师激励与支持、教学过程评价和教学评价反馈五个维度，共25个题项。量表具有良好的信度和效度。（2）采用层次聚类法将总体划分为高倾向组、中等倾向组和低倾向组；以量表的五个公共因子为判别变量，建立判别分类函数，判别正确率为92.2%。（3）小学教学全面质量管理实施的总体倾向性较高，其中“持续改进”得分最低。（4）城市小学在各个层面的表现优于乡村学校；其中，城乡小学在总体和持续改进存在显著差异。（5）不同地区的小学在教师激励与支持、教学过程评价上达到显著水平；通过事后检验可知，东部地区的教学过程评价优于中部地区。（6）不同学生规模的小学在整体和各个层面都达到了显著水平。由此推出，学校规模大，更易于实施教学全面质量管理。 最后，就相关研究结果进行综合性讨论，提出了践行教学全面质量管理的建议，并指出了本研究的不足和进一步研究建议。

In order to improve sustaining development on the quality of teaching, schools carry on relevant explorations of the modes of teaching quality management. Teaching total quality management (TTQM) has been an effective way of improving teaching quality which has been the hot topic of the research and successful in practice. How to implement TTQM is a common question of practice and research. This paper focuses on developing a scale of TTQM trends in elementary schools which can be used as an effective and reliable tool. According to the tool, we can analyze whether and what degree the schools practise the TTQM; and we can provide the guild for our elementary school. Based on research of the theories of TQM and TTQM, we concluded a frame of TTQM in theory. Secondly, interviewed with 12 managers of elementary schools, we drafted the items of the scale. Then two questionnaire studies were performed on 67 teachers firstly and 102 teachers from all over the country secondly. At this stage, the TTQM trend scale in elementary schools is formulated. Use the scale, the actual implementation of TTQM is described. The main conclusions show:1. The scale of TTQM trends can be described as being composed of five dimensions: student-centered & parent-centered teaching, continual improvement, teacher encouraging and supporting, teaching process evaluation and teaching evaluation feedback. There are 25 items in the scale which has higher validity and reliability.2. The total is classified into three through hierarchical cluster analysis and we have constructed distinction function within the accuracy of 92.2%.3. The average levels of TTQM in elementary school are good, but the scores of continual improvement are the lowest in these factors.4. The average levels of city schools are higher than the rural schools`. Significant differences exisist between city schools and rural schools on total and continual improvement.5. Significant differences among different regions are shown on teacher encouraging and supporting, teaching process evaluation. Through post hoc multiple comparisons, it has shown that teaching process evaluation of eastern region is better than that of western region. 6. There are significant differences among schools which have different scales of students, so we can conclude that the larger the elementary schools are, the easier they implement TTQM. Finally, the findings in the above studies are discussed, and the suggestions for improving teaching total quality management are pointed out. The limitations of this research and the problems worthy of further study are also addressed.