Quality Management Process of the 7 Habits of Students in Sarasas Affiliated Schools

1. Introduction

In today’s rapidly evolving world, education plays a crucial role in shaping individuals who contribute positively to society. Morality and ethics are essential in fostering a well-balanced and responsible citizenry, ensuring a harmonious and sustainable social environment. The National Education Act B.E. 2542 (1999) emphasizes the development of individuals in all aspects—physical, mental, intellectual, and moral—highlighting the necessity of integrating ethical education alongside academic learning. To align with this vision, Sarasas Affiliated Schools have adopted Stephen R. Covey’s 7 Habits framework as a guiding principle for character development among students.

The 7 Habits have been systematically implemented in Sarasas schools through structured planning, targeted activities, and ongoing evaluation. This initiative aims to cultivate positive behaviors and essential life skills among students. However, challenges remain in the management and execution of this program, particularly in fostering collaboration among administrators, teachers, and parents to ensure its effectiveness. Addressing these challenges requires a thorough understanding of the quality management process behind the 7 Habits framework and its impact on student behavior.

This research aims to examine the quality management process of the 7 Habits in Sarasas affiliated schools through the following objectives: Assess the quality management process of the 7 Habits both overall and across 11 administrative areas. Evaluate students' behavioral characteristics related to the 7 Habits. Analyze the relationship between the quality management process and student behavior. Develop guidelines to enhance the quality management process, ensuring sustainable behavioral development in students.

By exploring these factors, this study seeks to provide insights into strengthening the 7 Habits implementation framework, enhancing student character development, and promoting ethical and responsible behavior among students. The findings of this research will contribute to the improvement of educational management strategies, fostering a more effective and holistic approach to character education in Sarasas affiliated schools.

2. Research Objectives

1. To examine the quality management process of the 7 Habits of students in Sarasas affiliated schools, both overall and across 11 administrative areas.

2. To assess the behavioral characteristics of students in relation to the 7 Habits, both overall and across 11 administrative areas.

3. To analyze the relationship between the quality management process of the 7 Habits of students and their behavioral characteristics in Sarasas affiliated schools.

4. To explore guidelines for improving the quality management process of the 7 Habits of students in Sarasas affiliated schools.

3. Research Hypotheses

The quality management process of the 7 Habits of students in Sarasas affiliated schools has a positive relationship with the behavioral characteristics of students in these schools.

4. Literature Review 

Samran Srikhamoon (2022) stated that morality and ethics are often mentioned together, leading to the misconception that they are synonymous. However, morality refers to abstract virtues, while ethics is the practical application of those virtues in behavior. Understanding this distinction is essential for educational administrators.

Furthermore, Samran Srikhamoon (2022) emphasized that morality and ethics serve as fundamental tools for human development. Since societal problems often originate from human behavior, solutions must focus on improving individuals' knowledge, morality, and problem-solving skills. A well-educated individual with ethical values and the ability to navigate technological advancements and economic competition can contribute positively to society. Therefore, education must integrate knowledge with moral values to cultivate both capable and virtuous citizens.

Sunit Asajit (2022) highlighted that ethics governs observable individual behaviors. Similarly, Kanya Weerayawattana (2019) suggested that ethical development can be achieved through education, self-analysis, and self-discipline.

Jean Piaget (as cited in Nattawat Chantorothorn, 2018) explained that moral and ethical development stems from motivation to integrate oneself into society. Ethical reasoning evolves with cognitive maturity and follows three stages: pre-moral, obedience-based morality, and self-principled morality.

Maslow (1987: 15) (as cited in Thanika Kreethaphon, 2017) introduced the Humanistic Psychology Theory, which suggests that humans possess inherent goodness and a hierarchy of needs. These needs progress from basic physiological survival to safety, social belonging, esteem, and self-actualization.

Chutima Rakbanglaem (2016: 14-15) argued that Thai moral principles are largely derived from Buddhist teachings. As educational administrators have responsibilities toward both their families and society, they should first adopt fundamental moral principles to effectively lead their organizations.

Draft (2004) (as cited in Chutima Rakbanglaem, 2016: 14, 16) emphasized that ethical leadership is essential for organizational management. Ethical values can be cultivated and developed in administrators and staff to ensure sustainable moral governance.

Kohlberg (2000: 159) (as cited in Duangrudee Siripun, 2015) expanded on Piaget’s Theory of Moral Development, categorizing moral development into three levels: pre-conventional, conventional, and post-conventional morality.

Arkom Makmeesub (2020: 312) identified 11 essential ethical qualities for educational administrators: compassion, integrity, justice, honesty, self-discipline, rationality, leadership, governance skills, accountability, and professional discipline.

4.1. Summary

Morality, ethics, and desirable characteristics are crucial personal attributes that should be nurtured from an early age. Schools play a vital role in instilling these values, ensuring students develop ethical habits that become an integral part of their character throughout their lives.

4.2. Quality Management with Deming’s PDCA Cycle

Deming’s Quality Management Theory is based on a continuous improvement cycle known as PDCA (Plan-Do-Check-Act). W. Edwards Deming was an American statistician who played a crucial role in Japan’s industrial resurgence post-World War II. Under General MacArthur’s directive, Deming introduced statistical quality control techniques that revolutionized Japanese manufacturing, leading to the establishment of the Deming Prize in 1951 for excellence in quality management.

Deming (2004: 15) stated that quality management is a continuous process designed to improve products and services. The PDCA cycle consists of four essential steps:

1. Plan – Identify the root cause of a problem and devise a strategic improvement plan.

2. Do – Implement the plan or conduct pilot testing on a small scale.

3. Check – Evaluate the effectiveness of the implementation, identify errors, and extract lessons learned.

4. Act – Standardize successful changes or reapply the PDCA cycle based on insights gained.

Although the PDCA cycle follows a sequential process, it can begin at any stage depending on the problem and organizational needs. By comparing current conditions with set objectives, institutions can determine necessary actions to align with their strategic goals.

4.3. Developing Habits Based on Stephen R. Covey’s 7 Habits Framework

Stephen R. Covey (2004) defined habits as consistent behaviors influenced by knowledge, skills, and attitudes. His 7 Habits of Highly Effective People, introduced in 1989 and revised in 2004, serve as a framework for personal and professional success. Covey emphasized that effective habits can be developed systematically, enabling individuals to achieve true success and happiness.

The 7 Habits are:

1. Be Proactive – Take responsibility for actions, initiate solutions, and adapt to change.

2. Begin with the End in Mind – Set clear goals and align actions with long-term objectives.

3. Put First Things First – Prioritize important tasks to maximize productivity.

4. Think Win-Win – Foster cooperation and ensure mutual benefits in decision-making.

5. Seek First to Understand, Then to Be Understood – Develop active listening and empathy.

6. Synergize – Collaborate effectively by valuing diverse perspectives.

7. Sharpen the Saw – Continuously improve physically, mentally, emotionally, and socially.

These habits help educators, administrators, and students cultivate leadership, responsibility, and ethical decision-making. Implementing them in schools aligns with the Deming Quality Cycle (PDCA), reinforcing structured planning, execution, evaluation, and refinement in educational management. By integrating the 7 Habits, students develop strong character, leadership skills, and social responsibility, contributing to a progressive and ethical society.

5. Population and Sample

1. Population: Teachers from 45 Sarasas Affiliated Schools, totaling 5,151 teachers.

2. Sample: A total of 371 teachers from the 45 Sarasas schools, selected using stratified random sampling and simple random sampling based on Yamane's (1967) formula.

6. Research Instruments

The research utilized the following instruments:

1. Questionnaire (Four Sections):

o Section 1: Personal information about respondents categorized by 11 administrative areas.

o Section 2: Assessment of quality management processes for the 7 Habits, using a 5-point Likert scale (1 = lowest, 5 = highest).

o Section 3: Evaluation of students’ behavioral characteristics based on the 7 Habits, also using a 5-point Likert scale.

o Section 4: Open-ended questions to gather suggestions for improving the quality management process.

2. Structured Interviews: Conducted with school administrators to explore quality management strategies based on the PDCA model.

7. Development of Research Instruments

• The questionnaire was developed by reviewing relevant theories and literature, consulting experts, and testing for content validity (IOC > 0.6) and reliability (Cronbach’s alpha).

• A trial was conducted with 30 educators before finalizing the questionnaire.

8. Data Collection and Analysis

• Data Collection:

o Official approval was sought before distributing questionnaires.

o Quantitative data was collected through questionnaires from teachers.

o Qualitative data was collected through open-ended questions and structured interviews with 5 school administrators.

• Data Analysis:

o Descriptive statistics: Frequency, percentage, mean, and standard deviation.

o Inferential statistics: Pearson’s correlation to examine the relationship between quality management processes and student behaviors.

9. Statistical Analysis

1. Instrument Quality Assessment

o Content validity (IOC).

o Reliability (Cronbach’s alpha).

2. Data Analysis

o Descriptive statistics: Mean, standard deviation.

o Correlation Analysis: Pearson’s correlation was used to test the hypothesis regarding the relationship between quality management processes and student behaviors.

10. Data Analysis

Analysis of the Quality Management Process for the 7 Habits of Students in Sarasas Affiliated Schools  Overall and by Administrative Area. 

Table 1: Mean, Standard Deviation, Interpretation, and Ranking of the Quality Management Process for the 7 Habits of Students in Sarasas Affiliated Schools (n=371)

From Table 1, the overall quality management process for the 7 Habits in Sarasas Affiliated Schools is at a high level (x̅ = 4.23, S.D. = 0.48).

When considering each aspect in descending order of mean score:

1.     Implementation (Do) is the highest (x̅ = 4.28, S.D. = 0.53).

2.     Planning (Plan) follows closely (x̅ = 4.27, S.D. = 0.37).

3.     Evaluation (Check) is also at a high level (x̅ = 4.23, S.D. = 0.63).

4.     Action (Act) ranks the lowest but remains at a high level (x̅ = 4.15, S.D. = 0.48).

These findings indicate that the Implementation (Do) phase is the most effectively executed aspect, while the Action (Act) phase, which involves applying evaluation results into practice, is relatively lower but still at a high level.

Analysis of the Quality Management Process for the 7 Habits of Students in Sarasas Affiliated Schools by Administrative Area.

Table 2: Mean, Standard Deviation, Interpretation, and Ranking of the Quality Management Process for the 7 Habits of Students in Sarasas Affiliated Schools by Administrative Area (n=371)

From Table 2, the overall quality management process for the 7 Habits across the 11 administrative areas is at a high level (x̅ = 4.23, S.D. = 0.47). When ranking the administrative areas by mean score: Area 12 demonstrates the highest level of implementation at a very high level (x̅ = 4.60, S.D. = 0.39). Area 4 follows, performing at a high level (x̅ = 4.45, S.D. = 0.42). Area 2 has the lowest performance, at a moderate level (x̅ = 3.95, S.D. = 0.13). These findings suggest that while most administrative areas exhibit high levels of quality management implementation, Area 12 stands out as the strongest performer, whereas Area 2 shows room for improvement in implementing the 7 Habits framework. Analysis of the Behavioral Level of the 7 Habits of Students in Sarasas Affiliated Schools (Overall and by Administrative Areas).

Table 4: Mean, Standard Deviation, Interpretation, and Ranking of the Behavioral Level of the 7 Habits of Students in Sarasas Affiliated Schools (Overall)

The overall behavioral level of the 7 Habits among students in Sarasas Affiliated Schools is at a high level (x̅ = 4.22, S.D. = 0.56). Ranking the habits from highest to lowest: Habit 6 (Synergize - Teamwork and Collaboration) had the highest mean score (x̅ = 4.30, S.D. = 0.59). Habit 5 (Seek First to Understand, Then to Be Understood - Empathy and Active Listening) followed closely (x̅ = 4.28, S.D. = 0.62). Habit 7 (Sharpen the Saw - Continuous Self-Improvement) ranked third (x̅ = 4.22, S.D. = 0.55). Habit 4 (Think Win-Win - Mutual Benefit Mindset) scored slightly lower but still remained at a high level (x̅ = 4.21, S.D. = 0.66). Habit 2 (Begin with the End in Mind - Goal Setting) (x̅ = 4.20, S.D. = 0.64) and Habit 3 (Put First Things First - Prioritization) (x̅ = 4.18, S.D. = 0.63) followed. Habit 1 (Be Proactive - Taking Initiative) ranked the lowest but still maintained a high level (x̅ = 4.15, S.D. = 0.47). Conclusion The results indicate that students in Sarasas Affiliated Schools demonstrate high engagement in all 7 Habits, with the strongest behaviors observed in teamwork (Synergize) and empathy (Seek First to Understand, Then to Be Understood). The findings suggest that while all habits are well-practiced, proactive behavior (Be Proactive) showed the lowest level of engagement, indicating an area for further development.

Table 5: Mean, Standard Deviation, Interpretation, and Ranking of the Behavioral Level of the 7 Habits of Students in Sarasas Affiliated Schools by Administrative Area (n=371)

The overall behavioral level of the 7 Habits among students in Sarasas Affiliated Schools across all 11 administrative areas is at a high level (x̅ = 4.22, S.D. = 0.56). The highest behavioral level was observed in Administrative Area 12, with a very high rating (x̅ = 4.56, S.D. = 0.51). Administrative Area 4 ranked second (x̅ = 4.41, S.D. = 0.55), followed by Administrative Area 5 (x̅ = 4.33, S.D. = 0.55). The lowest behavioral level was found in Administrative Area 9 (x̅ = 4.01, S.D. = 0.66), though still at a high level. Conclusion: The findings indicate that students across all administrative areas exhibit a strong engagement with the 7 Habits, with Administrative Area 12 demonstrating the highest level of behavioral development. The results suggest a consistent and effective implementation of the 7 Habits across Sarasas Affiliated Schools, with some variations in different areas that may require further investigation and targeted improvement efforts.

Results of the Study on the Relationship Between the Quality Management Process of the 7 Habits and Student Behavioral Characteristics in Sarasas Affiliated Schools

Table 6: Correlation Coefficients Between the Quality Management Process of the 7 Habits and Student Behavioral Characteristics in Sarasas Affiliated Schools

The analysis of the relationship between the quality management process of the 7 Habits (Xtot) and student behavioral characteristics (Ytot) in Sarasas Affiliated Schools revealed a statistically significant positive correlation at the .01 level, with a correlation coefficient of .841. Additionally, when examining individual aspects, the results indicate that: Planning (Plan) (r X1 Ytot = .708) has a statistically significant positive correlation with overall student behavioral characteristics at the .01 level. Implementation (Do) (r X2 Ytot = .812) shows a statistically significant positive correlation with overall student behavioral characteristics at the .01 level. Evaluation (Check) (r X3 Ytot = .835) demonstrates a statistically significant positive correlation with overall student behavioral characteristics at the .01 level. Applying Evaluation Results (Act) (r X4 Ytot = .752) exhibits a statistically significant positive correlation with overall student behavioral characteristics at the .01 level.

Conclusion: These findings suggest that a well-structured quality management process in implementing the 7 Habits is strongly associated with positive student behavioral development in Sarasas Affiliated Schools. The evaluation phase (Check) had the highest correlation (.835), indicating that a strong assessment and feedback system is crucial in shaping students' habits and behaviors.

10.1. Results of the Analysis of the Quality Management Process for the 7 Habits of Students in Sarasas Affiliated Schools

Based on the synthesis of interviews with five experts, the researcher applied the Content Analysis technique to present the findings as a structured narrative. The details are as follows:

Planning Phase (P): This phase includes the following activities:

1.     Conducting surveys and reviewing problems, suggestions, and past performance results, both in terms of administrative activities and student behavioral habits.

2.     Establishing written policies and objectives for the 7 Habits implementation.

3.     Organizing workshops and meetings for all relevant stakeholders at different levels.

Implementation Phase (D): This phase involves:

1.     Assigning responsibilities according to the policy for schools to implement.

2.     Schools are setting up operational calendars, monitoring progress, supervising, and motivating practitioners.

3.     Conducting various activities to instill desirable habits, ensuring they align with the natural development of students across different age groups.

Evaluation Phase (C): The evaluation phase consists of:

1.     Establishing assessment formats for student behavioral habits, including quantitative and qualitative evaluations.

2.     Developing assessment tools that align with the behavioral evaluation framework.

3.     Reporting and summarizing evaluation results along with recommendations for relevant stakeholders.

Application of Evaluation Results (A):

1.     Preparing a summary report on student behavioral habits and presenting it to relevant stakeholders, as well as disseminating the findings to associated agencies and organizations.

2.     Collecting recommendations for integration into the following year’s operational plan.

3.     Continuously developing and enhancing the desirable habits of students.

11. Discussion of Research Findings

Discussion on the Quality Management Process for the 7 Habits of Students in Sarasas Affiliated Schools

Section 1

1.1 Overall Level of Quality Management Process

The quality management process for the 7 Habits of students in Sarasas Affiliated Schools was found to be at a high level overall. This reflects the schools’ strong commitment and effective implementation of strategies to develop students' positive habits in line with the 7 Habits framework. When considering specific aspects, the "Do" (Implementation) phase had the highest mean score, indicating the schools’ success in applying the 7 Habits principles in daily practice for students, teachers, and school staff. However, the "Act" (Application of Evaluation Results) phase had the lowest mean score, suggesting that while the implementation is strong, there is still room for improvement in applying assessment results for further development. This aligns with Covey (2008), who emphasized that the 7 Habits require continuous practice in real-life situations through a Plan-Do-Check-Act (PDCA) cycle to ensure sustainable outcomes.

1.2 Differences in Implementation Across Administrative Areas

The implementation of the 7 Habits varied across the 11 administrative areas, with Area 12 having the highest level of implementation and Area 2 the lowest. This may be due to differences in familiarity with the 7 Habits framework among students and teachers in different areas, highlighting the need for additional training and reinforcement in certain regions.

Section 2

The behavioral habits of students were also assessed, with "Habit 6: Synergize" (Teamwork and Collaboration) ranking the highest, while "Habit 1: Be Proactive" (Taking Initiative) ranked the lowest. This indicates that while students demonstrated strong teamwork skills, they may need more encouragement to take initiative and act independently.

Overall, the 7 Habits behavioral development was rated at a high level, reflecting the effectiveness of activities designed to instill these habits in students. This is consistent with Stephen R. Covey’s (1989) framework in The 7 Habits of Highly Effective People, which emphasizes both personal success and collaborative skills as key to long-term effectiveness.

The high ranking of Habit 6 (Synergize) suggests that students are actively engaging in teamwork and collaboration, reinforcing Covey’s (1989) argument that synergy enhances group potential and minimizes conflict. This finding is also in line with Zhang et al. (2016), who found that teamwork fosters problem-solving skills and effective communication among students.

Section 3: Correlation Between Quality Management and Student Behavior

The study found a strong positive correlation (r = .841, p < .01) between the quality management process of the 7 Habits and students’ behavioral development, indicating that effective management leads to improved student habits.

The structured PDCA cycle (Plan-Do-Check-Act) in schools played a crucial role in ensuring that the 7 Habits strategies were effectively implemented and continuously improved. A well-organized management approach, with clear planning, execution, and evaluation, contributed to an environment that reinforced positive student behavior.

This aligns with Covey’s (1989) assertion that habit formation requires consistent practice and a strong support system. It also supports the findings of Chen, Wang, & Cao (2015), who demonstrated that a structured quality management system positively impacts student behavior development.

Section 4: Insights from In-Depth Interviews

Interviews with five school administrators provided insights into the best practices for managing the 7 Habits implementation:

Planning (Plan):

• Collaboration between teachers, students, and parents in setting visions and activities aligned with the 7 Habits.

• Establishing clear objectives, priorities, leadership skills, and a learning culture that supports habit development.

• Leveraging technology to support habit formation and tracking progress.

Implementation (Do):

• Organizing training sessions, workshops, and hands-on practice for teachers, students, and parents to ensure an understanding of 7 Habits principles.

• Encouraging students to set goals, maintain habit-tracking journals, work in teams, and engage in mindfulness exercises such as yoga.

• Utilizing mobile applications to monitor habit progress.

Evaluation (Check):

• Assessing habit development based on student behavior in areas such as goal-setting, prioritization, teamwork, and personal growth.

• Conducting assessments through peer evaluations, teacher feedback, and student self-assessments.

Application of Evaluation Results (Act):

• Modifying and improving programs based on assessment results and feedback.

• Enhancing strategies for team collaboration, active listening, and the integration of technology to reinforce habit development.

13. Recommendations

13.1. Recommendations for Practical Implementation

Since the 7 Habits development program has been an ongoing initiative in Sarasas Affiliated Schools, it should not be treated as a new project but rather as a continuous improvement process. The following measures should be implemented:

Planning (Plan)

1. Establish the 7 Habits development as an official school policy, integrating it into the student governance framework. Students should be categorized into three groups based on their habit development: Trust Group, Concern Group, and Close Monitoring Group.

2. Set a target where 80% of students demonstrate the desired 7 Habits and belong to the Trust Group.

3. Incorporate the 7 Habits characteristics as a key quality assurance criterion in assessing student development within the school.

4. Appoint a working committee to draft and develop a 7 Habits implementation manual for Sarasas Affiliated Schools.

Implementation (Do)

1. 7 Habits development should be age-appropriate:

   • Kindergarten to Grade 3: Focus on Habits 1-3.

   • Grades 4-6: Emphasize Habits 1-6.

   • Grades 7-12: Cover Habits 1-7 comprehensively.

   • This approach ensures effective activity selection tailored to students' developmental stages.

2. Assign district directors and school principals to be responsible for student behavioral outcomes within their respective schools and administrative districts.

3. Schools should appoint a teacher task force to implement the 7 Habits development program according to the official guidelines and manual.

Evaluation (Check)

• Behavioral assessment of students in all 7 Habits should be conducted individually and rigorously, following standardized evaluation methods and tools.

Application of Evaluation Results (Act)

1. Recommendations from assessment and implementation should be formally integrated into the annual operational plan for the following academic year.

2. In addition to reporting the implementation outcomes to relevant stakeholders, schools should position the 7 Habits quality management process as an educational innovation or Best Practice to contribute to external quality assurance standards.

13.2. Recommendations for Future Research

1. Future studies should explore other factors influencing student habit development, such as:

   • School environment

   • Family background

   • Parental support

     
     

     These factors may impact students' perception and practice of the 7 Habits in different ways.

2. Further research should investigate key factors influencing the quality management process of the 7 Habits development in Sarasas Affiliated Schools to enhance long-term effectiveness and sustainability.

Author Contributions: All authors contributed to this research.

Funding: Not applicable.

Conflict of Interest: The authors declare no conflict of interest.

Informed Consent Statement/Ethics Approval: Not applicable.