Quality management in education has become increasingly important in ensuring that schools meet international standards of accountability and performance. In Malaysia, the Quality School Management System (Sistem Pengurusan Sekolah Kualiti (SPSK)), aligned with ISO 9001:2015 principles, was introduced to improve the effectiveness of school management. Within this framework, Pengurusan Pengajaran dan Pembelajaran (PK03) plays a crucial role in monitoring teaching and learning processes. However, previous studies have shown mixed results regarding the impact of SPSK on teacher performance, raising questions about the factors that may influence this relationship. This study aimed to assess the mediating effect of leadership in the relationship between PK03 practices and teachers’ performance. A quantitative survey design was employed, involving teachers from secondary schools in Kuala Lumpur that had implemented SPSK. Stratified sampling ensured representation across school types, and data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). Constructs were measured using validated instruments: PK03 indicators were based on ISO procedures, leadership was operationalized using Bass and Avolio’s (1994) Transformational Leadership dimensions, and teacher performance was assessed using Borman and Motowidlo’s (1993) model. The findings revealed that PK03 practices significantly influenced leadership, which in turn positively affected teachers’ performance. Mediation testing confirmed that leadership partially mediated the relationship between PK03 and teacher performance. These results underscore the importance of leadership in transforming quality management practices into improved teacher outcomes. The study concludes that leadership development and supportive SPSK implementation are essential for enhancing school effectiveness.
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