International Journal of Humanities Social Sciences and Education (IJHSSE) Volume 6, Issue 10, October 2019, PP 1-11 ISSN 2349-0373 (Print) & ISSN 2349-0381 (Online) http://dx.doi.org/10.20431/2349-0381.0610001 www.arcjournals.org International Journal of Humanities Social Sciences and Education (IJHSSE) Page | 1 Involvement of Stakeholders in School Based Self-Evaluation in Assuring Quality Management Sunshine Namasiku Siafwa*, Peter C. Manchishi, Professor Austin Mumba Cheyeka School of Education, University of Zambia, Zambia 1. INTRODUCTION The paper discusses the involvement of stakeholders in schools during school based self-evaluation in assuring quality management in twenty (20) selected public secondary schools in Lusaka Province, Zambia. The study was guided by Deming‟s Total Quality Management theory. According to Deming‟s Total Quality Management theory, the framework for transforming schools was based on his 14 TQM principles. Bonstingl (2001) outlined Deming‟s TQM principles he believed were most salient to education reform. He called them the “Four Pillars of Total Quality Management.” These were synergies of relationships, continuous improvement and self-evaluation, system on-going process and leadership. According to Bonstingl (2001) in his first pillar, an organization was to focus, first and foremost, on its suppliers and customers. In a TQM organization, everyone was both a customer and supplier; this confusing concept emphasized “the systematic nature of the work in which all were involved”. Kelchner (2008) concurred with Bonstingl (2001) by defining Total Quality Management as a system of continuous improvement that involved all workers in a business from upper management to production line workers. In other words, teamwork and collaboration were essential. Murray (2014) agreed to the definition by Kelchner (2008) by stating that „TQM took into account all quality measures taken at all levels and involving all company employees. Based on the above pillars, SBSE can be achieved with the involvement of all stakeholders which includes administrators, teacher, pupils and support staff in a school. The study endeavoured to determine which stakeholders were involved in implementing SBSE in their schools. Abstract Purpose: This paper discusses the involvement of stakeholders in schools during school based self-evaluation (SBSE) for assuring quality management in twenty selected public secondary schools in Lusaka Province, Zambia. It attempts to determine which stakeholders are involved in SBSE in schools in order to assure quality management. Methodology: The research design was a survey and a mixed methods approach was used. Data were collected using interviews and questionnaires. Interviews were thematically analysed and questionnaires were analysed using statistical package of social sciences. The population sample of 360 was used and this included administrators, teachers, pupils and support staff. Findings: The findings of the study revealed that the administrators and teachers were the most involved stakeholders in a school, while the pupils and support staff were not fully involved. The findings further revealed that the extent of involving the pupils and support staff was not significant enough to attain assured quality management. Conclusion and Recommendations: On identifying who was involved, the study noted that while all stakeholders understood their roles, the support staff did not understand their role in school management well. This meant that not all stakeholders were involved. The gap in the implementation of SBSE was that one section of stakeholders were left out, which had an effect on assured quality management outcome. The study concluded that without the inclusion of the all stakeholders, SBSE implementation was not complete and therefore, achieving quality management was not assured. Keywords: School based self-evaluation, Management, Stakeholders, Quality Management, Self-evaluation *Corresponding Author: Sunshine Namasiku Siafwa, School of Education, University of Zambia, Zambia