<![CDATA[Islamic schools play a key role in Indonesia’s educational system, yet improving their quality requires more than adequate resources; it demands an integrated management cycle aligned with programs, values, culture, and continuous improvement. This study examines the effect of the POIME management model (Planning, Organising, Implementing, Monitoring, and Evaluating) on school quality, with school quality culture as a mediating variable. Using a quantitative explanatory design, data were collected from 300 respondents consisting of principals, teachers, and educational staff who were directly involved in Islamic School management processes in Indonesia. The data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results indicate that POIME management has a positive and significant effect on school quality culture (β = 0.734; t = 25.211; p < 0.001) and school quality (β = 0.442; t = 7.358; p < 0.001). School quality culture also has a positive and significant effect on school quality (β = 0.363; t = 6.202; p < 0.001) and partially mediates the relationship between POIME management and school quality (β = 0.324; t = 6.969; p < 0.001). These findings demonstrate that POIME functions not only as an administrative sequence but also as a managerial cycle that strengthens a quality-oriented culture in Islamic educational institutions. Theoretically, this study offers an empirical model that integrates managerial practices and quality culture in explaining school quality improvement. Practically, the findings suggest that Islamic school and madrasah leaders should strengthen planning, implementation, monitoring, and evaluation while cultivating values such as trustworthiness, discipline, consultation, accountability, and excellence as the foundation of sustainable quality improvement]]>
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