<![CDATA[This study aims to analyze the influence of educational quality management dimensions on the quality of madrasaheducation within the framework of total quality management theory. The study is motivated by the persistent quality gap in madrasah education in Indonesia, despite the implementation of various quality management approaches. This study employed a mixed-method approach with an explanatory sequential design, combining quantitative and qualitative data to obtain a comprehensive understanding of the issue. A total of 103 teachers were selected from a population of 148 teachers at MAN 1 and MAN 2 Deli Serdang, using the Krejcie and Morgan sampling table. Data were collected through questionnaires, observation, interviews, and documentation. Quantitative data were analyzed using parametric statistics and SMART-PLS, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The results revealed that all quality management variables — inspection, quality control, detection, quality assurance, prevention, and continuous improvement — had a positive and significant effect on educational quality. Among this, continuous improvement (41.1%) and prevention (35%) emerged as the most dominant factors. The qualitative findings further indicated that achieving educational quality is also influenced by collaborative leadership, teamwork, and a work culture internalized within the madrasah organization. The novelty of this study lies in the comprehensive application of Edward Sallis’s total quality management framework in the madrasah context, while also highlighting that organizational cultural dimensions, particularly teamwork and work culture, are critical for sustaining educational quality. This study concludes that improving the quality of madrasah education requires both a structured quality management system and the strengthening of a quality-oriented organizational culture]]>
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