Curriculum-Based Education Quality Management Transformation: Implementation Analysis from a Data-Driven Quality Improvement Perspective

Abstract

The transformation of education quality in the era of adaptive curriculum requires schools to integrate data based management principles and a systemic approach in improving learning quality. This study analyzes the implementation of curriculum-based education quality management with an emphasis on integrating Total Quality Management (TQM) principles in curriculum planning, implementation, and evaluation. Using a descriptive qualitative approach, data were collected through in-depth interviews, structured observations, and document analysis. The findings show that 78% of educators understand the basic concepts of quality management, but only 52% are able to consistently implement TQM principles in their teaching practices. The implementation of a quality-based curriculum has been shown to increase the consistency of the learning process by 34%, strengthen the culture of reflection by 41%, and improve the accuracy of academic decision-making by 29%. However, the study identified significant obstacles in the form of limited managerial competence (experienced by 63% of stakeholders), low data literacy among educators (57%), and resistance to curriculum innovation (44%). This study recommends strengthening capacity building, digitizing quality monitoring, and implementing continuous quality improvement as key strategies to improve the effectiveness of curriculum-based education quality management. These findings are expected to make a substantive contribution to the development of modes