<![CDATA[This article synthesizes evidence on learning service quality management as a strategy for improving instructional quality in secondary and vocational schools. A structured literature review was conducted using 15 verified academic and institutional sources concerning Total Quality Management, the Plan-Do-Check-Act cycle, data-informed decision-making, instructional leadership, academic supervision, teacher professional development, feedback, and continuous school improvement. The sources were selected through explicit relevance and credibility criteria and analyzed thematically according to planning, implementation, evaluation, follow-up, enabling conditions, and implementation risks. The synthesis shows that quality improvement becomes effective when learning goals, curriculum, teacher assignments, facilities, and assessment plans are aligned at the planning stage; student-centered instruction, formative assessment, technology, and vocational relevance are maintained during implementation; supervision and multiple data sources are used during evaluation; and findings are converted into corrective actions, professional learning, and revised programs. The major enabling conditions are instructional leadership, teacher competence, collaborative quality culture, adequate infrastructure, and usable data. The main risks are administrative compliance without instructional change, fragmented data, unequal teacher capacity, limited facilities, and technology adoption without pedagogical purpose. An integrated PDCA framework is proposed for an anonymized Vocational School X.]]>
