The purpose of this study was to explore the relationship between the extent of implementation of Total Quality Management (TQM) and the academic achievement of pupils in primary schools in Kenya. The extent of implementation of TQM was assessed through a TQM principle namely reward and motivation. This study was conducted in Teso North sub-county which was purposively sampled due to low learning outcomes as compared to other sub-counties in Kenya. The study was guided by the following objectives: to determine the extent to which TQM was implemented and to establish the extent to which the implementation of reward and motivation affects the academic achievement of pupils r=.859. Descriptive survey was used. Stratified sampling technique was employed to select 44 deputy head teachers and 196 teachers in public primary schools while saturated sampling was used to select 11 deputy head teachers and 83 teachers in private primary schools. Data was collected by structured questionnaire. Descriptive statistics in terms of means and standard deviations were used to determine the respondents’ perception on extent of implementation of TQM. Spearman’s rho was used to measure the strength of relationship and regression analysis was used to measure the extent to which the implementation of reward and motivation predicted the academic achievement. The findings revealed that the extent of implementation of TQM was low. Spearman’s correlations showed positive and significant relationship between extent of implementation of reward and motivation and academic achievement of pupils (r = p <.05). Regression analysis revealed that the effect of extent of implementation of TQM principle on academic achievement was significant (F = 930.282; p< .05). The implication of these results is that implementation of TQM principle of reward and motivation is associated with enhanced academic achievements of pupils in primary schools. Based on these findings, the study proposed that policy makers at the Ministry of Education and the head teachers should formulate strategies for maximizing the influence of implementation of TQM for enhancing academic achievement of pupils in primary schools.
