The quality movement in education introduces organizational and managerial models aimed at improving the effectiveness and efficiency of schools. In Europe and Spain, many centers use 'quality models' as the European Excellence Model of the European Foundation for Quality Management (EFQM) or the Quality Management Systems based on the international standard ISO 9001 (QMS ISO). The implementation of these Quality Models in the schools had proved to be an impact on their organization and results, together with its relation to their contributions to improve educational reforms (Bae, 2007; Etxague, Huegun, Lareki, Sola & Aramendi, 2009; Fernández, Carballo & Congosto, 2013; Rodríguez, Fontana & Fernández, 2013; Arribas Díaz & Martínez-Mediano, 2014; Villa, Troncoso & Díez, 2015).

Thus, the QMS, according to ISO 9001, in the context of an educational organization, must be understood to improve processes related to the curriculum design and its application trough educational activities in the classroom, processes related to the organizational structure and its implementation in the day to day school life, the teacher development centered in the teaching-learning planning, including learning resources, the realization of the teaching-learning process, the students’ assessment and feedback, and the evaluation of the general design, implementation and results, providing evidences of the entire cycle by means of measurements using different and specifics instruments, from the institutional organization, the curriculum design, the leaning process, their results and impact (Arribas Díaz & Martinez-Mediano, 2015).

The purpose of this research is to evaluate the contributions of the Quality Management Systems ISO 9001 to schools organization and their results. The study aims these two objectives:

1. To know the teachers’ assessment on the implementation processes of this QMS in their own educational centre,

2. To analyse the relation between this implementation and the improvement of schools organization and its results,

The variables are based on the theoretical foundation of the research. In it, besides the description of the ISO 9001 and its QMS adapted to education and its implementation in the institution under study, a number of characteristics of the organizations that make them effective, competitive and committed to continuous improvement are detailed, such as the following ones: leadership, members’ commitment, the climate and culture of the educational community and human resources.

These features have been highlighted in the research literature on school effectiveness movement due to their influence on the school results (Scheerens and Bosker, 1997; Murillo, 2008) and, at the same time, are related to those elements that promote school improvement (Muñoz-Repiso and Murillo, 2001), together with the principles and foundations of quality management (ISO 9000) and the fundamental pillars of excellence which have proved their positive influence in companies and schools organizations (López Rupérez, 2005). These features are the main sub-dimensions to be studied in this research, which are specified in the dimension or variable consequent 1 "school organization".

These characteristics, added to the 'process approach', the documentation system and the evaluation cycle to continuous improvement, belong to total quality management elements (ISO 9000). All these features are displayed by means of the QMS ISO 9001 applied, in this case, to the educational organizations studied, and they must demonstrate to be related to school improvement in their organizational dimensions and in their educational results.

The consequent variable 2 "results in the educational center," also finds its foundation in the research literature, being central issues, on the one hand, the students achievement, in the school effectiveness movement and, on the other hand, the effectiveness of the educational organization, satisfaction of their members and the external image based in their global results, in the quality movement.

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