<![CDATA[This study advances the theoretical understanding of school quality by proposing a configurational perspective that integrates internal school capabilities and external quality assurance mechanisms. Drawing on Total Quality Management (TQM) and institutional theory, the study conceptualizes managerial competence and school culture as two parallel internal capability paths through which educational quality is produced, while positioning school accreditation as an institutional amplifier rather than a direct determinant of quality. Using survey data from 200 primary school teachers and applying covariance-based structural equation modeling and moderated regression analysis (PROCESS), the findings reveal that both managerial competence and school culture exert consistently positive effects on educational quality across all levels of accreditation. JohnsonNeyman analyzes further demonstrate that these effects remain statistically significant throughout the observed range of accreditation, with effect magnitudes increasing linearly as accreditation status improves. This pattern indicates that internal school capabilities are robust drivers of quality, whose effectiveness is systematically strengthened but not conditioned by institutionalized quality assurance. By integrating two moderation models into a unified configurational framework, the study extends TQM theory in education from a linear to an interdependent and context-sensitive explanation of school quality formation. The findings offer a refined theoretical account of how leadership, organizational culture, and accreditation jointly shape primary education quality, particularly in contexts characterized by institutional heterogeneity.]]>
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