The critical role of educational leadership and structured quality management systems like PK 03 (Teaching and Learning Management) in improving teaching and learning outcomes. However, challenges arise from the complexity of these systems and the demands they place on teachers and leaders, as outlined in the problem statement. The research aims to evaluate the extent of PK 03 practices, assess teacher performance, and examine leadership's mediating influence. A quantitative approach was adopted, utilizing surveys with a sample size of 300 respondents, including teachers and school leaders. Data collection focused on PK 03 implementation, teacher performance indicators, and leadership practices, analyzed through descriptive statistics, correlation analysis, and Structural Equation Modeling (SEM). The results revealed variability in PK 03 implementation, with higher adherence correlating with improved teacher performance. Leadership emerged as a significant mediator, amplifying the positive effects of PK 03 on teaching effectiveness through transformational practices like collaboration, vision-setting, and resource optimization. Discussion underscores the pivotal role of leadership in translating procedural demands into actionable strategies that support teacher performance. In conclusion, the study emphasizes the importance of empowering school leaders to navigate the complexities of quality management systems. Recommendations include targeted leadership development, resource allocation, and policy adjustments to foster an environment conducive to continuous improvement and educational excellence.
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