Syahrul Zamal (1), Dwi Priyo Utomo (2), Elly Purwanti (3)
General Background: Educational quality is a central indicator of school success and reflects learning systems, learning environments, and sustainable organizational governance. Specific Background: School leadership and school culture are positioned as key factors in shaping school standards, teacher performance, school character, and the quality of learning. Knowledge Gap: Although prior studies have examined leadership, school culture, and educational quality, integrated literature mapping of their relationships through teacher performance and school character remains relatively limited. Aims: This study aimed to analyze the role of school leadership and school culture in improving school quality through a systematic literature review based on PRISMA guidelines. Results: Data were drawn from Scopus indexed articles from Q1 to Q4 related to school leadership, school culture, teacher performance, school character, and educational quality. The review indicates that leadership and culture play significant roles in school quality. Effective leadership supports motivation, supervision, and a positive work environment, while strong school culture fosters discipline, collaboration, and a conducive learning atmosphere. The findings also show that leadership and culture are often connected with teacher performance and school character in achieving quality learning. Novelty: The study synthesizes leadership, culture, teacher professionalism, and school character as an integrated conceptual pathway for school quality. Implications: Sustainable educational quality can be supported through leadership strengthening, school culture development, teacher professionalism, and continuous school character formation.
Highlights:
Keywords: Leadership, School Culture, Teacher Performance, School Character, School Quality, School Effectiveness, School Improvement
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