This paper aims to explore the perceptions of pre-school educators for the application of total quality philosophy in kindergartens in the prefecture of Corinthia, Greece. Dimensions, such as the adoption of quality philosophy in the pre-school unit by the superiors, the active participation of teachers in decision-making and human resource management parameters, are examined.,The methodological approach of qualitative research was selected for the collection, processing and analysis of data based on the methodological tools of the interview with a semi-structured questionnaire and deliberate random sampling of kindergarten teachers serving in public units where they have teaching and/or administrative tasks.,The analysis of the data shows that there is no particular familiarity with the basic parameters of total quality philosophy in pre-school education and is related to empirical planning and lack of long-term vision. However, participatory decision-making and emotional intelligence are found as essential elements for ensuring an efficient and open-ended school culture.,The study is the first of its kind in Greece and abroad and its findings can be used to enrich the thematic scope of application of total quality management dimensions to pre-school education and in particular, those dimensions related to the leadership profile of teachers exercising responsibility tasks.

中文翻译：

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教育质量理念：定性方法

本文旨在探讨在希腊科林西亚州幼儿园中，幼儿教育者对全面素质哲学的应用的看法。研究了诸如上级在学前班采用质量哲学，教师积极参与决策和人力资源管理参数等方面的问题。选择了定性研究的方法论方法进行收集，根据使用半结构化问卷的访谈方法工具对数据进行处理和分析，并故意对在有教学和/或行政任务的公共部门任职的幼儿园教师进行随机抽样，数据分析表明，学前教育对总体素质哲学的基本参数没有特别的了解，这与经验规划和缺乏长远眼光有关。然而，参与式决策和情感智力被认为是确保有效和开放性学校文化的基本要素。这项研究在希腊和国外尚属首次，其研究结果可用于丰富研究的主题范围。全面质量管理维度在学前教育中的应用，尤其是那些与履行责任任务的教师的领导能力有关的维度。