Advancing Theory on School Quality: The Moderating Role of Accreditation in the Link between Managerial Competence, School Culture, and Primary Education Outcomes
Keywords:
Total Quality Management, managerial competence, school culture, accreditation, basic education, educational outcomes
Abstract
This study advances the theoretical understanding of school quality by proposing a configurational perspective that integrates internal school capabilities and external quality assurance mechanisms. Drawing on Total Quality Management (TQM) and institutional theory, the study conceptualizes managerial competence and school culture as two parallel internal capability paths through which educational quality is produced, while positioning school accreditation as an institutional amplifier rather than a direct determinant of quality. Using survey data from 200 primary school teachers and applying covariance-based structural equation modeling and moderated regression analysis (PROCESS), the findings reveal that both managerial competence and school culture exert consistently positive effects on educational quality across all levels of accreditation. JohnsonNeyman analyzes further demonstrate that these effects remain statistically significant throughout the observed range of accreditation, with effect magnitudes increasing linearly as accreditation status improves. This pattern indicates that internal school capabilities are robust drivers of quality, whose effectiveness is systematically strengthened but not conditioned by institutionalized quality assurance. By integrating two moderation models into a unified configurational framework, the study extends TQM theory in education from a linear to an interdependent and context-sensitive explanation of school quality formation. The findings offer a refined theoretical account of how leadership, organizational culture, and accreditation jointly shape primary education quality, particularly in contexts characterized by institutional heterogeneity.
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Wani, I. A., & Mehraj, H. K. (2014). Total quality management in education: An analysis. 3(6), 71–78.
Agussalim, et al. (2025). Implementation of principal competence in educational resource management. 12(3), 672–684.
Agustina, et al. (2023). The role of monitoring and evaluation of teacher performance systems in elementary schools to improve school quality. 2(1), 22–26. https://doi.org/10.30596/jcositte.v1i1.xxxx
Alhamad, et al. (2024). The effect of perceived quality, student life social identification on student satisfaction with moderator role of organizational identification. 02(April), 1075–1086.
Ansori, A., & Sulisworo, D. (2021). School principal's role in increasing teachers' pedagogical and professional competence in elementary schools in Indonesia. 9(1), 98–112.
Arum, W. S. A. (2017). The development of elementary school headmaster's managerial performance-assessment model based on competence standard. 118, 771–783.
Bairašauskienė, L. (2017). Headmaster's competencies in management area: Evaluating the significance level of managerial competencies in Lithuanian comprehensive schools. 8385(August), 158–164.
Bartley, B., Gomibuchi, S., & Mann, R. (2025). Best practices in achieving a customer-focused culture. December. https://doi.org/10.1108/14635770710761889
Bayarystanova, E., Arenova, A., & Nurmuhametova, R. (2014). Education system management and professional competence of managers. Procedia - Social and Behavioral Sciences, 140, 427–431. https://doi.org/10.1016/j.sbspro.2014.04.448
Bitterová, M., Hašková, A., & Piso, M. (2014). School leader's competencies in management area. 149, 114–118. https://doi.org/10.1016/j.sbspro.2014.08.170
Creswell, & Creswell. (2022). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications. https://books.google.co.id/books/about/Research_Design.html?id=Pr2VEAAAQBAJ&redir_esc=y
Deal, & Peterson. (2009). Shaping school culture: Pitfalls, paradoxes & promises (2nd ed.). Journal of Educational Administration. https://doi.org/10.1108/09578231011027941
Dogan, et al. (2021). Data-driven decision-making in schools scale: A study of validity and reliability. 13(1), 507–523.
Donhost, M. J., Jr., V. A. A., & Donhost, M. J. (2016). Data-driven decision making. 0771(April). https://doi.org/10.1080/00940771.2010.11461758
Elahi, F., & Ilyas, M. (2025). Quality management principles and school quality certification of school principals in private schools of Pakistan. December. https://doi.org/10.1108/TQM-11-2018-0173
Elfira, E., Nurochmah, A., & Mus, S. (2024). Analysis of principal managerial competencies in sub school planning at Petualang Pantai Elementary School. 8(13), 94–107. https://doi.org/10.17977/um025v8i22024p94
Filho, W. L., Sigahi, T. F. A. C., Anholon, R., & Rebelatto, B. G. (2025). Promoting sustainable development via stakeholder engagement in higher education. Environmental Sciences Europe. https://doi.org/10.1186/s12302-025-01101-0
Girmanov, L., Šolc, M., Blaško, P., & Petr, J. (2022). Quality management system in education: Application of quality management models in educational organization: Case study from the Slovak Republic. 460–473.
Hoang, A., Hepburn, S., Tomizawa, S., Carroll, A., Edwards, E., & Sanders, M. (2025). Using a stakeholder engagement approach to inform professional development programs to promote education for sustainability in schools. Environmental Education Research, 31(6), 1135–1153. https://doi.org/10.1080/13504622.2024.2419903
Hora, M. T., Bouwma-Gearhart, J., & Park, H. J. (2017). Data-driven decision-making in the era of accountability: Fostering faculty data cultures for learning. 40(3), 391–426.
Jevšček, M. (2016). Competencies of process managers. 1, 13–29.
Karimi, S. S., Mulwa, A. S., & Kyalo, D. N. (2020). Stakeholder engagement in monitoring and evaluation and performance of literacy and numeracy educational program in public primary schools in Nairobi County, Kenya. 10(2). https://doi.org/10.5539/jedp.v10n2p10
Khasanah, U., Riyanto, Y., & Setyowati, S. (2023). Total quality management (TQM) in education: School quality management for quality educational services at senior high schools. 6(3), 211–216. https://doi.org/10.18421/SAR63
Lisnerova, R., Šafránková, J. M., & Urbanová, E. (2020). Managerial competencies and education need of school headmasters in the Czech Republic. VIII(1), 33–46. https://doi.org/10.20472/TE.2020.8.1.003
Liza, et al. (2024). School supervisor competence in assessing principal performance of junior high school level. 5(3), 574–584.
Lucero, J. W. (2024). Management competence of school heads and level of satisfaction of the elementary teachers in Kananga II District. IV(7), 247–257.
Menteşoğullari, E. (2023). Total quality management in education: A strategic approach for continuous improvement and success. 184–198. https://doi.org/10.52096/usbd.7.29.10
Muff, K., Delacoste, C., & Dyllick, T. (2022). Responsible leadership competencies in leaders around the world: Assessing stakeholder engagement, ethics and values, systems thinking and innovation competencies in leaders around the world. 273–292. https://doi.org/10.1002/csr.2216
Nasution, L., Situmorang, B., & Rahman, A. (2023). Academic supervision model based on total quality management (TQM): A case in elementary school of Medan-Indonesia. 24(193), 18–27. https://doi.org/10.47750/QAS/24.193.03
Noorkhalis, M., & Suriansyah, A. (2023). Implementation of integrated quality management in elementary schools. International Journal of Social Science and Human Research, 06(01), 242–247.
Prias, R. Y. (2025). Managerial competence of school heads, performance of teachers and numeracy skills of Key Stage 2 4–6 learners. V(3), 388–399.
Prima, et al. (2025). Educational service quality management as a strategy to increase school competitiveness in the era of globalization. 04(03), 838–855.
Priyambodo, P., Hasanah, E., & Dahlan, U. A. (2019). Strategic planning in increasing quality of.
Rahminawati, N., & Supriyadi, T. (2023). Implementing an internal quality assurance system to enhance elementary school education quality. 22(4), 414–433.
Rafsanjani, & Rozaq. (2024). Educational problems in Indonesia. 2(2), 135–144.
Rogers, K. (2020). Creating a culture of data-driven decision-making. October.
Sallis, E. (2002). Total quality management in education (3rd ed.).
Schelling, N. R., & Rubenstein, L. D. (2021). Decision-making. Educational Assessment, Evaluation and Accountability, 317–344. https://doi.org/10.1007/s11092-021-09356-w
Sison, M. N., & Fuentes, H. C. (2025). Stakeholders' engagement and school performance: Basis for a proposed school-community partnership program. International Journal of Multidisciplinary: Applied, 6(2), 608–620. https://doi.org/10.11594/ijmaber.06.02.16
Sukmayadi, & Yayha. (2020). Indonesian education landscape and the 21. 11(4), 219–234.
Taraza, E., Anastasiadou, S., & Papademetriou, C. (2024). Evaluation of quality and equality in education using the European Foundation for Quality Management excellence model: A literature review.
Vasquez, M. C. G., Vasquez, A. G., Magdale, M. J. A., & Adorna, D. A. B. (2022). Elementary school heads' instructional competencies and management capabilities towards an improved school management. 5(6), 165–169.
Wang, L., Maccann, C., Liu, O. L., & Roberts, R. D. (2009). Assessing teamwork and collaboration in high school students. 108–124.
Wang, X., et al. (2024). Enhancing teamwork and collaboration: A systematic review of algorithm-supported pedagogical methods. Education Sciences.
Wani, I. A., & Mehraj, H. K. (2014). Total quality management in education: An analysis. 3(6), 71–78.
Published
2026-09-09
How to Cite
Iis Mesaroh, Jakaria, J., & Erwin Salpa Riansi. (2026). Advancing Theory on School Quality: The Moderating Role of Accreditation in the Link between Managerial Competence, School Culture, and Primary Education Outcomes. International Journal of Education, Vocational and Social Science , 5(04), 531-551. https://doi.org/10.63922/ijevss.v5i04.6484
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