<![CDATA[Improving educational quality has become one of the primary challenges faced by schools amid the dynamics of globalization and educational transformation. One widely adopted approach to achieving continuous quality improvement in schools is Total Quality Management (TQM), which emphasizes ongoing improvement, stakeholder satisfaction, involvement of all members of the organization, data-driven decision making, and building a sustainable quality culture. This paper aims to analyze the role of school leadership in TQM implementation, examine how quality commitment is manifested within the organization, and identify strategies for human resource empowerment that support the creation of a quality culture in education. A descriptive-analytical literature review method was used, based on national and international scholarly books and journal articles. The findings indicate that the school principal serves as a vision setter for quality, a change agent, a builder of quality culture, a data-driven decision maker, and a facilitator of teacher professional development. Quality commitment is reflected in improved student learning outcomes, stakeholder (student and parent) satisfaction, an evaluative culture, academic supervision, accreditation processes, and the implementation of the Plan–Do–Check–Act (PDCA) cycle. Meanwhile, human resource empowerment is carried out through teacher competency development, continuous professional training, Lesson Study, Professional Learning Communities (PLC), coaching, mentoring, and collaborative learning. By integrating these three aspects, schools can build a quality culture that supports continuous improvement, enhances teacher professionalism, and strengthens the overall effectiveness of school management.]]>
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