<![CDATA[Despite growing international attention to educational quality management, limited research has examined how faith-based schools institutionalize quality management through organizational culture. Existing studies have largely focused on quality assurance systems, leadership, or quality culture independently, while the mechanisms linking quality planning, quality control, and quality improvement within faith-based educational organizations remain underexplored. This study investigates how pesantren-based schools implement Juran’s Quality Trilogy through an embedded quality culture. This study employed a qualitative multisite case study involving two Indonesian secondary schools integrating national education and pesantren systems. Data were collected through in-depth interviews with school leaders, teachers, administrative staff, students, parents, and education authorities, complemented by observations and document analysis. Thematic analysis was conducted within and across cases using triangulation and member checking to ensure trustworthiness. The findings reveal three interconnected themes. First, quality planning was collaboratively developed through stakeholder engagement, curriculum integration, and shared educational values. Second, quality control was sustained through continuous academic supervision, religious discipline, routine monitoring, and collective organizational responsibility. Third, quality improvement emerged through institutional learning, collaborative professional development, and reflective evaluation embedded within daily organizational practices. Across these themes, Pesantren Quality Culture functioned as the contextual mechanism that integrated Juran’s Quality Planning, Quality Control, and Quality Improvement into a continuous and mutually reinforcing quality management process. This study extends Juran’s Quality Trilogy by demonstrating that its implementation in faith-based schools depends not solely on managerial systems but on an organizational quality culture grounded in shared religious values, collective ownership, and continuous organizational learning. The study contributes a contextual model of quality management for faith-based educational institutions and broadens international discussions on quality culture beyond compliance-oriented approaches.]]>
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