Did quality of education exist during the COVID-19 pandemic? A study of integrated total quality management of high schools in Aceh, Indonesia

Abstract Aceh grappled with political conflict with the Indonesian government from 1973 to 2005, which coincided with the devastating impact of the mega earthquake and tsunami on December 26, 2004. Subsequently, the province faced the global outbreak of COVID-19 in 2019. Therefore, a thorough evaluation of the education quality of the youth in this province by considering the various complex challenges they encounter over time is warranted. This study sought to describe the implementation of integrated total quality management and explore the correlation and relationship among customer satisfaction, leadership, and control/evaluation regarding the quality of online teaching and learning (QOLT) within senior high schools in Aceh Province, Indonesia, during the COVID-19 pandemic. Approximately 200 participants completed online survey questionnaires for data collection. The findings revealed that all independent variables (customer satisfaction, leadership, and control/evaluation) significantly influenced QOLT. However, a weak relationship existed between customer satisfaction and control/evaluation, and the correlation between leadership and control/evaluation was less pronounced. Overall, this study highlights the importance of integrated total quality management in enhancing QOLT in Aceh Province during the COVID-19 pandemic. The findings contribute to the understanding of the factors that impact education quality and can inform strategies for improving the effectiveness of the education system in similar contexts.


PUBLIC INTEREST STATEMENT
The worldwide education sector has been significantly impacted by the COVID-19 pandemic.This study focuses on an important aspect related to this issue.Its objective is to assess the effectiveness of integrated total quality management in shaping the quality of education during the pandemic, specifically in Aceh, Indonesia.The study's location holds particular significance due to Aceh's historical backdrop of political conflict with the Indonesian government from 1973 to 2005, compounded by the catastrophic earthquake and tsunami on December 26, 2004.Furthermore, the outbreak of COVID-19 in 2019 has further hindered the region's recovery efforts.Given these challenges, it is crucial to prioritize the quality of education for Aceh's future generation.The study's findings offer valuable insights to policymakers, educators, and the general public, shedding light on the implementation of quality education, educational satisfaction, and the evaluation of education.

Introduction
The recent global COVID-19 outbreak, which also affected Indonesia, has significantly changed the education system (Ilmi et al., 2020).Education policymakers are currently confronted with dilemmas and challenges in maintaining and organizing the continuous learning process for the nation's students while prioritizing safety, health, and the overall quality of education (Hargreaves & Fullan, 2015).During this critical period, the implementation of education remains a paramount priority because a nation must educate its students and preserve their existence in the global community.In response, the Indonesian government introduced distance education or online learning as a policy during the pandemic, enabling students to engage in virtual learning from their homes.This system eliminates the need for physical attendance at schools, requiring educational institutions to employ digital applications such as Google Meet, Zoom, Google Classroom, and WhatsApp to facilitate creative and innovative learning (Mufidah & Khan, 2020).Online learning has proven to be a flexible and efficient approach during the pandemic, enhancing the accessibility and manageability of remote education while also allowing for in-person instruction (Gurban & Almogren, 2022).Furthermore, teachers must acquire proficiency in e-learning concepts and utilize various applications to develop engaging learning content (Luthfiyyah et al., 2022;Sasongko et al., 2022).However, in practice, internet inaccessibility, low competence of teachers in using technologybased learning applications, and difficulty in assessing student work are some factors hampering the implementation of distance learning during the COVID-19 pandemic (Kusuma, 2022;Zalat et al., 2021).Financial problems can also impede parent-teacher involvement in providing quality education (Pradana & Syarifuddin, 2021).Notably, dysregulated program management, suboptimal policy implementation, limited innovation, creativity, and productivity, inadequate evaluation systems, ineffective classroom management, and insufficient facilities and infrastructure are notable contributors to dysfunctional school management in Indonesia (Vermooten, 2018).Consequently, ensuring good governance in educational institutions becomes imperative to minimize human errors and prevent malfunctions and malpractices that undermine the education system.This will help maintain the integrity and effectiveness of educational institutions.A country's welfare and economic growth depends largely on high-quality education (Deda et al., 2021).

Regulations and integrated total quality management (ITQM) systems in educational institutions during COVID-19
As school leaders, principals play a crucial role in establishing policies and implementing appropriate strategies to ensure the provision of high-quality education for the next generation of Indonesians (Juharyanto et al., 2020).Their roles and responsibilities during the pandemic were almost suboptimal, lacking an effective quality management system and innovative, solutionoriented, and visionary leadership (Strittmatter, 2021).Even during emergencies such as the COVID-19 pandemic, school principals are also required to continuously provide the highest-quality educational services to students, parents, and the community.As Liu (2021, p. 7) says, "COVID-19 is a moment of forced opportunity for all to reimagine a socially just future of learning.Undoubtedly, the future has arrived quicker than expected, and the world risks amplifying alreadyexisting inequalities if policies are not implemented to safeguard against the prospect of a divided future of learning." Applying regulations and management systems in educational institutions is undoubtedly necessary to maximize the potential of schools to realize quality education (Anderson & Bourke, 2013), as school quality was correlated with human resource quality.Higher school quality enhances connectivity between input, process, and output.Continuous improvement in education quality significantly influences the existence of schools, fosters a positive public image, and enhances their appeal to the community when selecting an educational institution (Magen-Nagar & Shachar, 2017).Achieving improved education quality necessitates the development of educated and skilled personnel, a strong focus on meeting public needs, and active competition to seize available opportunities (Garcia, 2016).Ozdemir et al. (2020) highlighted five crucial components for implementing integrated quality management in education: (1) services for students, (2) physical environment, (3) human resource components, (4) educational process, and ( 5) product (output that includes examination excellence and student success).Furthermore, integrating quality management into educational institutions is expected to enhance the quality of education and human resources.Sallis (1993) also suggested 13 criteria for quality schools: (1) customer focus, (2) problem solving, (3) resource quality, (4) strategy quality, (5) feedback on customer complaints, (6) planning and policy strategy, (7) process improvement, (8) creativity, (9) responsibility, (10) evaluation strategy, (11) maintaining quality, (12) cultural work quality, and (13) continuous quality improvement.ITQM offers a quality assurance model that integrates and optimizes all resources while facilitating adaptation to rapid educational changes, such as assessing the implementation of distance learning during the COVID-19 pandemic.
Several empirical studies have examined the impact of ITQM practices on organizational performance.Prajogo and Sohal (2003) reported a significant correlation between ITQM practices, customer satisfaction, and financial performance.Their study also concluded that the effectiveness of these practices hinged on their integration into the organization's overarching strategy.Similarly, Ahire et al. (1996) found that ITQM practices were positively associated with product quality, customer satisfaction, and productivity.Other studies have also reported the effects of total quality management at schools on student achievement, teacher satisfaction, motivation, and school effectiveness (Huber & Helm, 2020).Although these studies provide further evidence for the positive impact of TQM practices on various aspects of school performance, the specific results may vary depending on factors such as the context, implementation, and measurement of TQM practices.
Several studies have examined the implementation of total quality management consent on the success and failure of quality factors (Churiyah et al., 2020;Muhdi & Yuliejantiningsih, 2020;Nugroho et al., 2021;Oyedotun, 2020), teacher-student perceptions about online learning quality (Elzainy et al., 2020;Saurabh et al., 2021), and student motivation during online learning (Li et al., 2021;Quesada-Pallarès et al., 2019;Rahm et al., 2021;Ritonga & Ramadhani, 2020;Widodo et al., 2020).However, studies exploring the ITQM of online learning in high schools during the COVID-19 pandemic, especially in Indonesia, remain scarce.Churiyah et al. (2020) conducted qualitative descriptive research on the implementation of online learning in Indonesia and indicated that the government has facilitated effective infrastructure support.However, teacher-principal competence and communication with parents for implementing distance learning must be improved (Churiyah et al., 2020).Ferdian and Suyuthie (2022) investigated the impact of online learning quality on student performance during the COVID-19 pandemic by analyzing data from 174 vocational students enrolled in Universitas Negeri Padang.The results showed that online learning quality significantly influences student achievement (2.7%), highlighting the need for VET programs to prioritize high-quality learning and motivate students to achieve better results (Ferdian & Suyuthie, 2022).
The existing research on total quality management and online learning has not thoroughly examined the extent of education's presence during the COVID-19 pandemic from the perspective of ITQM.Although studies have examined specific aspects such as student-teacher satisfaction (Aji et al., 2020;Aldhahi et al., 2022), education quality management in normal circumstances (Nurzannah Ginting & Setiawan, 2019;Prayhoego & Devie, 2013), and online learning quality (Bao, 2020;Suryani & Sugianingrat, 2021), correlational studies exploring the overall state of education, including leadership, control, and evaluation of education during the pandemic, remain unavailable.Therefore, this study comprehensively analyzed the existence of education during the pandemic and its quality management practices.Recognizing the urgency, this study serves as a highly important follow-up action and preventive measure to drive continuous improvement and prepare for better quality education in the future.In addition, Aceh, a province in Indonesia, experiences a below-average education quality level, underscoring the need to prioritize the enhancement of education quality in Aceh and prevent any further decline.

Study problem and objectives
Previous studies mentioned above focused on total quality management during normal times, but the implementation of education in total quality management during the COVID-19 pandemic remains unexplored.Despite the pandemic nearing its end in many parts of the world, evaluating the quality of education during that period remains crucial, particularly in developing countries like Indonesia.Our focus was on Aceh, one of the 38 provinces of Indonesia, located at the tip of Sumatra Island.Aceh endured a political conflict with the government from 1973 to 2005 (Ronnie, 2016), followed by a destructive mega earthquake and tsunami on 26 December 2004.Additionally, the global COVID-19 outbreak emerged in 2019.Therefore, paying careful attention to the education quality of the youth in this province by considering all the challenging issues they encounter over time is warranted.Accordingly, the objectives of this study are to (1) describe the implementation of ITQM during the COVID-19 pandemic to highlight its positive contributions to the future development of education management in Indonesia and to (2) elucidate the correlation and relationship between customer satisfaction, leadership, control, and evaluation of the quality of online teaching and learning (QOLT).The hypotheses established in this research are as follows: H0: Customer satisfaction, leadership, control, and evaluation lack simultaneous effects on QOLT.
Ha: Customer satisfaction, leadership, control, and evaluation simultaneously affect QOLT.
To obtain the results from hypothesis testing, coefficient of determination and model specification test (F-test) were conducted.

Integrated total quality management
ITQM is a comprehensive approach to quality management that aims to harmoniously integrate all aspects of organizations' operations to achieve the highest quality standards (Sallis, 2014).Its central focus is on maintaining a high level of quality within an organization.This approach comprises various principles, practices, and techniques intended to continuously improve the quality of outputs.While ITQM also incorporates customer satisfaction, employee engagement, and continuous learning and development, its crucial tenet is the perpetual pursuit of improvement and the active participation of all organizational employees in the quality improvement process (Sahney, 2016).
ITQM components include leadership, strategic planning, supplier quality management, process management, product and service design, employee management, customer relationship management, and information and analysis (Militaru et al., 2013;Yeng et al., 2018).Leader commitment, involvement, and support are crucial to fostering a culture of quality in organizations (Prestiadi et al., 2020).ITQM emphasizes comprehending and meeting customer needs and expectations (Nurzannah Ginting & Setiawan, 2019) because customer feedback and engagement drive initiatives for improvement (Suleman & Gul, 2015).Promoting ownership, empowerment, and accountability among staff members at all levels is crucial.Organizations that provide employees with a voice in decision-making and opportunities for training and development are likelier to achieve successful implementation of ITQM.ITQM promotes the idea of continuous improvement by employing quality improvement methods and tools like Kaizen, Lean, and Six Sigma, which aid in the discovery and elimination of waste, the reduction of variability, and the improvement of general effectiveness and efficiency (Safi & Alagha, 2020).ITQM prioritizes managing processes over specific tasks.To improve process performance, it encourages organizations to map and analyze their processes, identify bottlenecks, and establish appropriate solutions.Notably, ITQM accounts for the importance of relationships with stakeholders and the external environment.Organizations can maintain consistency and dependability in their supply chains and cooperation by working with external elements and making sure they adhere to quality standards (Loke et al., 2012).

Hypothesis development
The COVID-19 pandemic has significantly altered education delivery, prompting greater emphasis on the quality of learning and teaching (Muthuprasad et al., 2021).Several factors are believed to influence the quality of learning and teaching during the pandemic, including customer satisfaction (Safi & Alagha, 2020), leadership (Hanafi et al., 2021), and control/evaluation (Huber & Helm, 2020).
Customer satisfaction refers to learner-teacher satisfaction levels in the learning and teaching process, including online class delivery and educational resource availability (Eom & Ashill, 2016).High levels of customer satisfaction are believed to enhance the quality of learning and teaching by promoting a positive learning environment and fostering engagement and motivation among learners and teachers (Mishra et al., 2020).Notably, leadership, control, and evaluation are crucial factors influencing customer satisfaction-a critical determinant of the quality of service provided.Customer satisfaction is also crucial for evaluating the effectiveness of learning and the quality of educational services provided by institutions (Negricea et al., 2014).
Leadership plays a crucial role in shaping the learning and teaching environment during the COVID-19 pandemic (Hanafi et al., 2021;Ramos-Pla et al., 2021).Effective leadership can provide direction and support for learners and teachers while facilitating the development and implementation of innovative strategies for learning and teaching (Ahmmed et al., 2022).In turn, this can positively impact the quality of learning and teaching by promoting engagement, strategies, and motivation.
Control and evaluation are essential components of quality assurance in education.Effective control and evaluation systems can ensure that the learning and teaching processes are aligned with the desired learning outcomes, guaranteeing learner-teacher accessibility to necessary resources and support (Munastiwi & Puryono, 2021).Leithwood and Riehl (2005) and Robinson et al. (2008) identified setting direction, developing employees, redesigning organizations, managing educational programs, and ensuring accountability as key leadership practices related to improving student achievement.Garira et al. (2019) and Fullan (2014) found that educational governance and evaluation also play a critical role in improving school quality, with effective governance and evaluation systems associated with higher levels of teacher professionalism, improved teaching quality, and better student outcomes.Previous studies have reported a relationship between service quality, customer satisfaction, customer loyalty (Minh & Huu, 2016), and quality control (Wulan & Azizah, 2021).Prajogo and Sohal (2003) reported a significant correlation between ITQM practices and customer satisfaction and financial performance.Unlike previous studies, the researchers explored different relationships by integrating important variables, such as customer satisfaction, leadership, control, and evaluation, into the ITQM framework to further examine their correlation and relationship with the quality of learning and teaching during the COVID-19 pandemic.
Because the relationships between customer satisfaction, leadership, and control/evaluation can significantly impact the quality of learning and teaching during the COVID-19 pandemic, investigating their interrelatedness is vital for promoting and sustaining high-quality learning and teaching during challenging times.

Research design
The study employed a mixed-method approach involving both qualitative and quantitative data.Descriptive online surveys design was used, utilizing random sampling.The study samples included 30 senior high schools in Aceh Province, with 200 respondents comprising principals, teachers, education staff, parents, and students.The sample size was determined using the Slovin formula (Almerino et al., 2019), n = N 1þNe 2 , with a significance level of 95% or 0.05, N = 487.Table 1 contains the respondents' demographic information.
This study combined all aspects of quality management to improve the overall performance of schools by integrating various quality management measures and techniques such as Service Quality/Performance (SERVQUAL) (Parasuraman et al., 1985) and Education Quality (EduQUAL/ EDUSERVE) (Ibrahim et al., 2012).This approach was based on the abovementioned combined principles of ITQM, which emphasize the importance of continuous improvement and the participation of all stakeholders in organizations.By combining these different aspects of quality management, the following areas of organizational performance were explored: (1) Customer satisfaction: School members' attitude, affect, motivation of students, parents' satisfaction, school management, school programs, teamwork, communication, and coordination; school readiness for online learning; school culture; school resources; and budget (Kwarteng, 2021, Quesada-Pallarès et al., 2019, Thamrin & Hutasuhut, 2023, Teo et al., 2023).
(2) Leadership: decision-making, communication, and coordination with school members; attitude and values; teacher and staff competence development efforts; appreciation to others; support from parents, business, and stakeholders; cooperation; school management; and leadership motivation (Yeboah, 2022, Hodges et al., 2020, Bouchamma, 2012).
First, the research instrument was initially tested on 30 respondents outside the study to account for the research validity and reliability.The validity and reliability tests used Pearson's validity and Cronbach's Alpha Reliability.This study tested the instrument's validity using the product-moment correlation formula: The instrument was declared valid if each question got a value exceeding 0.6 and r. xy > r. table .Based on the test results on the validity and reliability of the 50-item instrument, 13 invalid items were found and thus excluded from this study.Hence, the remaining 37 items were distributed in the questionnaire.The dimensions, items and reliability coefficients are shown in Table 2.
The researchers then distributed questionnaires to each school principal, who was the target of the study.Each school principal then passed the instruments to the teachers and educational staff.Through class groups (WhatsApp) and email, the teachers distributed the questionnaires to the students and parents.The questionnaire items were set using the Google Forms application and email between December 2020 and May 2021.The questions were arranged in Google Form by the researchers, and the teachers only needed to share the provided link.Of the 240 distributed questionnaires, 200 were returned to the researchers.

Data analysis procedure
The Likert scale is a commonly employed scale for rating research that allows participants to describe their degree of agreement or disagreement with a statement.It comprises multiple response options, which are numerical values ranging from agreement to disagreement.In this study, the researchers utilized a Likert scale to evaluate the participants' attitudes and opinions toward the statement items in the questionnaire.Making each response option a numerical value enabled effective quantification and analysis of the data.The collected responses were transferred to Microsoft Excel.With this step, researchers can systematically organize and prepare information for further analysis.The various tools and functions available in Microsoft Excel allow for convenient data manipulation and calculations, making it ideal software for initial data processing.After data collection, the results were analyzed using Microsoft Excel and IBM SPSS 22.The analysis scale of the questionnaire used in this study was a Likert-type scale.The answer scores for each statement item were as follows: strongly agree (5), agree (4), slightly disagree (3), disagree (2), and strongly disagree (1).
The use of descriptive statistics, such as means, percentages, and standard deviations, facilitates a comprehensive understanding of the data gathered during the study.By averaging the means, the researchers could deduce the average rating for each item, which indicated the overall degree of agreement or disagreement among the respondents.The presentation of descriptive information in tables and graphs facilitates the visual representation of the results, which allows for a more facile understanding and comparison of different variables.The tables and graphs demonstrate the average, percentage, and standard deviation of the data, which enabled readers to understand the central tendency and variation in the data.Interpretation of intervals used percentages with the formula n/N X100%.The interpretations of the percentage intervals were as follows: 0%-20% (very weak), 21%-40% (weak), 41%-60% (adequate), 61%-80% (strong), and 81%-100% (very strong).The interpretation of the mean's values: 4.51-5 (very high), 3.51-4.50(high), 2.51-3.50(moderate), 1.51-2.50(low), and 1.00-1.50(the lowest) (Manakul et al., 2023).
To examine the relationship between customer satisfaction and leadership, control, and evaluation of online teaching quality, various tests were used to assess the validity and reliability of the research measures.Validation and reliability testing can aid in determining the legitimacy and consistency of research measurement tools.Linearity tests were also performed to determine the direct relationships between the related variables.The test could determine whether a direct link existed between customer satisfaction, leadership, control/evaluation, and QOLT.
A correlation analysis was used to quantify the strength and direction of the relationship.This statistical technique enabled the measurement of the degree of association between variables and gaining insight into the interdependencies among customer satisfaction, leadership, control, and online teaching quality assessment.
In addition, regression analysis (including regression equations and tests) was used to examine the predictive power of the independent variables (guide, control, and rating) on customer satisfaction and online teaching quality.This enabled the determination of the extent to which these factors affect customer satisfaction and overall quality.
The coefficient of determination derived from the regression analysis helped researchers understands the proportion of variability in customer satisfaction and online teaching quality, as explained by the independent variables.This measurement provides a valuable indication of the influence and importance of leadership, control, and evaluation in shaping the outcomes.
Finally, the researchers performed model specification tests, specifically an F-test, to assess the overall fit of the regression model.This test was used to determine whether the model adequately explained the relationship between customer satisfaction, leadership, control, and the assessment of online teaching quality.These tests allow researchers to thoroughly examine the relationships and connections between variables of interest.These statistical analyses contributed to a comprehensive understanding of the impact of leadership, control, and evaluation on client satisfaction and online teaching quality.

The validation of instrument
Validity and reliability tests were conducted to determine the validity of the questionnaire for each variable.Table 2 presents the validity and reliability testing results.
From the validity testing results in Table 3, r-table was found to be 0.1384, with a significance level of 0.05, where r-xy > r-table, confirming the questionnaire validity.Furthermore, the reliability calculation results showed that r > 0.60, validating the instrument reliability.
The linearity test results (Table 4) indicated that all three variables deviated from linearity values of less than 1.0 or greater than 0.05, indicating a linear relationship between each of these variables and QOLT.A linear relationship means that the values of the independent variables (customer satisfaction, leadership, and control/evaluation) are proportional to that of the dependent variable (QOLT).
Therefore, the relationship between customer satisfaction, leadership, control/evaluation, and QOLT was linear and could be represented by a straight line in a scatter plot.This implies that changes in these independent variables can be used to predict changes in the dependent variable with reasonable accuracy, assuming that no other confounding factors affect the relationship.

ITQM implementation during COVID-19
To answer the research question about ITQM implementation during COVID-19, the researchers described the required data in Table 5.Table 5 contains the results of the analysis of parents, teachers, students, and education personnel regarding ITQM implementation in high schools during the COVID-19 pandemic.The variables analyzed included 1) customer satisfaction, 2) leadership, 3) QOLT, and 4) control and evaluation.
Table 5 contains the descriptive data analysis of the integrated quality management implementation in high schools in Aceh during the COVID-19 pandemic, interpreted by Likert means to value and percentage.Notably, 84.2% of the respondents (mean = 4.15) agreed and were satisfied with school services during the COVID-19 pandemic, with very high scores on students' and parents' satisfaction (91.8%), school management (91.8%), a high score on teamwork (88.1%), and communication and coordination (88%).Moreover, 84.4% of the respondents (average = 4.24) agreed that school leadership remained high during the pandemic, with very high scores on the subvariables of motivation of leader (91.1%), a high score on cooperation (87.5%), and decisionmaking (86%); 82.2% of the respondents (average = 4.11) agreed that QOLT still existed during the COVID-19 pandemic, especially very high in the sub-variables of curriculum (92.2%), parental support (88.6%), and student achievement (87.7%).Furthermore, concerning control and evaluation, 80.9% of the respondents agreed that control and assessment in schools during the pandemic were good, especially in terms of parental control at home (86%), supervision (81.5%), and school members' performance, assessment, and evaluation (80%).

Relationship between customer satisfaction, leadership, control, and evaluation of the quality of online teaching and learning (QOLT).
The correlation test aims to determine the significance of the relationship between variables.The coefficient value measures this relationship.If the value obtained reaches − 1, the relationship is considered low.In contrast, if the value obtained reaches 1, then the value of the relationship is considered high, or the relationship is strong.As shown in Table 6, while QOLT and control/evaluation (r = 0.822) were strongly positively correlated, positive correlations were observed between leadership and customer satisfaction (r = 0.243), QOLT and leadership (r = 0.180), and customer satisfaction and QOLT (r = 0.07).However, a weak relationship existed between customer satisfaction and control/evaluation (r = −0.079),and leadership and control/evaluation were negatively correlated (r = −0.1).The relationships between these variables are described more clearly in Figure Figure 1.
Figure Figure 1 shows a strong relationship between QOLT and control/evaluation.A positive relationship was observed between leadership and customer satisfaction, as well as between QOLT and leadership.However, a weak relationship existed between customer satisfaction, leadership, and control/evaluation.These findings suggest that creating school ITQM requires (1) control and evaluation of QOLT implementation, (2) leadership strategies to fulfill customer satisfaction, and (3) school QOLT supported by leadership and customer satisfaction.

Regression equation
Table 7 shows the coefficient values of the regression analysis, with QOLT serving as the dependent variable.

Coefficient of determination
As listed in Table 9, the determination coefficient is 0.745 (74.50%), indicating that the independent variable in this study affects the dependent variable by 74.50%, whereas the remaining 25.50% (1-0.745) is explained by variables other than the independent variable.The correlation coefficient is 0.863, which means that the independent and dependent variables have a very strong and positive relationship, where if the independent variable is high, the dependent variable will also be high.

Model specification test (F-test)
To obtain the results from hypothesis testing, coefficient of determination and model specification test (F-test) were conducted.As listed in Table 10, the significance value is 0.000.Since the sig.value of 0.000 < 0.05, according to the decision-making basis in the F-test, the alternative hypothesis Ha would be accepted, that is, customer satisfaction, leadership, control, and evaluation have a simultaneous effect on QOLT.

Discussion
This study investigated the ITQM of online teaching and learning during the COVID-19 pandemic by employing a descriptive analysis to explain the indicator values for ITQM implementation, and the stimulant hypothesis addressed the second research question.
For the first objective, the authors discovered several points of ITQM applied by school management in Aceh, Indonesia during the COVID-19 pandemic.The descriptive analysis revealed that QOLT in Aceh had very high scores on student-parent satisfaction, motivation of principals, and curriculum.
These findings corroborate those of prior studies that emphasize the significance of service quality in generating customer satisfaction.Safi and Alagha (2020) highlighted the crucial role of service quality in attaining customer satisfaction, and educational quality management is seen as a means to ensure satisfactory educational processes.Student-parent satisfaction with education has been identified as a significant determinant of school maintenance (Felestin & Triyono, 2015).The alignment between customer perceptions and expectations of service quality is crucial for customer satisfaction (Aşıkgil, 2012;Bakrie et al., 2019).Lepeley (2020) reported similar findings, highlighting the value of keeping a consistent and long-lasting management relationship between the school, students, and parents.This relationship promotes ongoing feedback and guarantees strong customer relationships.
One possible contributing factor to increased student-parent satisfaction during the COVID-19 pandemic was technology adaptation.Students had to learn about digital platforms and  educational tools quickly because of the abrupt shift to online learning (Petrescu et al., 2021).This adaptation required learning how to use video-conferencing platforms, access online learning resources, and use various digital tools.Their satisfaction levels probably rose over time as they became more accustomed to and at ease using technology (Pratama & Surahman, 2020).
Another factor that contributes to increased satisfaction is online learning-derived flexibility and convenience (Dhawan, 2020).Online learning, unlike traditional classroom settings, gives students the freedom to work on their studies whenever and wherever it suits them.
Students can access materials, lectures, and resources according to their preferences and learning styles (Saurabh et al., 2021).This individualized approach enables students to customize their educational experiences to meet their unique needs, thereby increasing their engagement and satisfaction.
In addition, the transition to online learning during the COVID-19 pandemic has resulted in increased parental involvement in child education (Garbe et al., 2020).Parents became more actively engaged in monitoring their children's progress, assisting with their assignments, and providing support.Online learning platforms enable students, parents, and teachers to collaborate more efficiently (Fahrurrozi et al., 2021).Digital tools such as email, messaging apps, and video conferencing have made communication channels available.More frequent updates, feedback, and engagement between all stakeholders were made possible through improved communication.Therefore, improved communication and collaboration are likelier to positively impact parent-student satisfaction levels.Satisfaction with school services is indicated by compelling and harmonious interaction and communication between the school committee, parents, and school elements (Cutler, 2015).
Although overall satisfaction levels increased during online learning, recognizing the uniqueness of each person's challenges and experiences remains crucial.Technology accessibility, internet connectivity, and home environment can also impact parent-student satisfaction levels (Baticulon et al., 2021).
The second variable with a high score on educational quality during the COVID-19 pandemic in Aceh was principal motivation.Principals as frontline leaders in decision and policy making and guarantors of declared agreement are essential in promoting the implementation of the teaching and learning process (Hanafi et al., 2021).Mehta and Fine (2015) argued that professional leaders with vision, mission, and innovation, supported by a high commitment from their members, are needed to improve the overall quality system (Mehta & Fine, 2015).Therefore, school programs, leadership strategies, and motivation are necessary to provide educational services for future generations (Peterlin et al., 2015).Numerous factors and considerations can be attributed to principals' high motivation to maintain ITQM during the COVID-19 pandemic.First, principals are concerned with the success and welfare of their students.They recognize the importance of education in determining future opportunities and prospects.Principals understood the significance of preserving a superior learning environment for students, even in an online format, during the pandemic, which disrupted traditional in-person learning (Hanafi et al., 2021).Second, principals are responsible for ensuring that their schools meet all educational standards (Ramos-Pla et al., 2021).Third, the pandemic forced principals to adapt rapidly to the new learning environment.Principals had to quickly acclimate to a new learning environment because of the pandemic.They had to navigate uncharted territories by utilizing technology and digital tools to facilitate online teaching and learning.They were likely motivated by the demanding learning curve and the need to quickly adapt to online learning, which was not ideal.To ensure a seamless and successful transition to online education, principals expend much time and effort on learning new platforms, assisting teachers, and resolving obstacles or challenges (Ahmmed et al., 2022).
Principals are strongly motivated to maintain the quality of online education because of their commitment to providing teachers with ongoing support, professional development, and resources.The quality of online learning must be maintained, as principals are aware that it is crucial to maintain a positive school culture and build strong relationships with stakeholders to satisfy student and parent expectations (Corbett & Spinello, 2020).
The third variable with a high score on the quality of online learning in this study was the curriculum.The curriculum heavily influenced educational quality due to the COVID-19 pandemic.A well-designed and aligned curriculum has become even more crucial during the pandemic because traditional classroom settings have been disrupted (Basilaia & Kvavadze, 2020).Students will continue to acquire the necessary knowledge, skills, and competencies despite pandemic-induced challenges if the curriculum is aligned with learning objectives and tailored to the online learning environment.The relevance and suitability of the online learning curriculum are crucial for motivating students (Druzhinina et al., 2018).A comprehensive curriculum that addresses practical issues should be included in the curriculum and equip students with relevant skills to use in their daily lives (Bakhtiar et al., 2016).The curriculum should be flexible enough to adjust to new situations, such as the shift to online learning during the pandemic.It ought to be sufficiently flexible to accommodate both the limitations of online learning platforms and the particular needs of students.Although the pandemic presents challenges, a flexible curriculum enables teachers to make necessary adjustments to meet the various learning needs of students (Huber & Helm, 2020), thereby maintaining education quality.A top-notch curriculum embraces inclusion and diversity while meeting the various needs, backgrounds, and skills of its students (Lane & Waldron, 2021).Irrespective of socioeconomic status, geographical location, or special educational needs, educational institutions should provide equal opportunities for all students.Enhanced education quality and equitable learning outcomes for all students are guaranteed by a curriculum that encourages inclusivity and considers different learning preferences and styles (Li et al., 2021).
In this case, the Indonesian government implemented an emergency (prototype) curriculum during the pandemic as a breakthrough that properly aligned with the needs of students, focusing on key skills and knowledge relevant to the current situation (Rosnelli & Darwin, 2022).The Indonesian government has also taken various actions to maintain education quality during the pandemic, such as providing free internet packages to teachers and students, donating Chromebooks to schools, and organizing visits for students in remote areas.This might have resulted in higher levels of student engagement and satisfaction.In this case, principals and teachers are responsible for planning, programs, curriculum, and quality control of the learning process (Prestiadi et al., 2019) because educators play a dynamic role in ensuring the realization of the right curriculum for quality education through their pedagogies (Sefoka, 2021).
Notably, our finding of teacher digital competence in online learning being the lowest score compared to other variables is intriguing, corroborating previous studies (Churiyah et al., 2020;Purwianingsih et al., 2022;Sojanah et al., 2021), although some studies have also reported the significance of the variable (Akhwani & Rahayu, 2021;Armiyati & Fachrurozi, 2022;Juanda et al., 2021).Many variables can affect reports on teacher digital competence in Indonesia, including differences in sampling and methodology, disparities in access to technology, a lack of opportunities for professional development, the age and experience of teachers, and different definitions and measures of digital competence (Soko & Samo, 2023).
For the second objective, the results showed that all independent variables (customer satisfaction, leadership, and control/evaluation) significantly influenced QOLT.Among these, control and evaluation were the top predictors of QOLT during the COVID-19 pandemic in Aceh.Equity, compliance, quality assurance, alignment with external standards, control, and evaluation are the driving forces behind the prioritization of control and evaluation in terms of education quality (Jahari, 2018;Munastiwi, 2015;Munastiwi & Puryono, 2021;Ramasamy et al., 2021;Spillane & Mertz, 2015).Despite the significance of control and evaluation, striking a balance with other facets of education such as creativity, critical thinking, and student-centered methods is necessary.Education systems can guarantee a thorough and efficient approach to improving teaching and learning outcomes by considering a holistic viewpoint and incorporating multiple dimensions of educational quality.
Furthermore, the research findings also reported a weak relationship between customer satisfaction and control/evaluation and a less well-correlated relationship between leadership and control/evaluation.Some explanations exist for the weak correlation between control/evaluation and customer satisfaction as well as the weaker correlation between leadership and control/ evaluation.These issues include the complexity of ensuring customer satisfaction, the absence of a customer-centric approach, the inadequacy of measurement and evaluation techniques, the diversity of leadership focus and style, the presence of time lags, and the complexity of the interactions (Fornell et al., 2020;Lee et al., 2015).Having a better understanding of these variables can aid organizations in developing their methods for leadership, control, evaluation, and customer satisfaction, ultimately resulting in improved customer experiences.

Conclusion
The high schools in Aceh, Indonesia, implemented ITQM during the COVID-19 pandemic.The performance was done through several approaches, including focusing on customer satisfaction, fulfillment of (human and nonhuman) QOLT, leadership (cooperation, decision-making processes, communication, coordination, motivation and appreciation, professional development of educators and education personnel), and control/evaluation.While a strong relationship existed between QOLT and control/evaluation, positive relationships existed between leadership and customer satisfaction, between QOLT and leadership, and between customer satisfaction and QOLT.In contrast, a weak relationship existed between customer satisfaction and control/evaluation, with a less well-correlated relationship between leadership and control/evaluation.This study has several limitations.It only tested schools at the senior high school level and lacked in-depth descriptions of the weak relationship between QOLT and control/evaluation and of a less well-correlated relationship between leadership and control/evaluation.Other possible variables affecting the relationship between QOLT and control/evaluation of education during the COVID-19 pandemic may not have been accounted for in the model.For example, the quality of the technology used for online learning and teaching may affect control and evaluation.Therefore, conducting additional research on enhancing school quality, school leadership, and teacher competence during emergencies like the COVID-19 pandemic is crucial, particularly in Indonesia as a whole and specifically in Aceh.This is essential as the present study indicates that teacher professional and digital competence remains low.

Figure
Figure 1.The relationship between variables for integrated quality of school.

Table 4 . Linearity test of variables Variables Deviation from linearity Interpretation
*Abbreviations: CS = customer satisfaction, L = leadership, CE= control and evaluation, QOLT = quality of online teaching and learning

Table 8 . Coefficient interpretation Coefficient value Interpretation
β3 = 1.025Holding the values of QOLT and Customer Satisfaction constant, an increase of one unit in Leadership will decrease the Control and Evaluation score by 1.025.This result is statistically significant at the 5% level of significance based on the t-test.