<![CDATA[Purpose: This study examined the associations of principal leadership, teacher professionalism, and school committee participation with perceived educational quality in public elementary schools in West Ungaran District, Indonesia. Methods: A quantitative causal-effect design was employed involving 195 respondents, comprising 17 principals, 161 teachers, and 17 school committee members. Data were collected through questionnaires and documentation and analyzed using descriptive statistics and simple and multiple linear regression with SPSS. Findings: The multiple regression analysis indicated that principal leadership, teacher professionalism, and school committee participation were significant predictors of educational quality when examined simultaneously. The model explained 91.4% of the variance in educational quality. Principal leadership had a positive regression coefficient, whereas teacher professionalism and school committee participation had negative coefficients within the simultaneous model. Research Implications: The findings highlight the importance of integrated school management that coordinates leadership practices, teacher professional development, and school–community partnerships. School leaders should consider these dimensions collectively when planning quality improvement initiatives. Originality: This study provides context-specific empirical evidence by examining the combined associations of principal leadership, teacher professionalism, and school committee participation with educational quality in public elementary schools in West Ungaran District.]]>
