Pengaruh kepemimpinan, kualitas guru, teknologi, dan lingkungan sekolah terhadap kualitas sekolah melalui prestasi siswa pada sekolah dasar:pendekatan pls-sem

School quality serves as a primary benchmark for educational success, reflecting an institution's capacity to deliver meaningful learning experiences and foster outstanding student outcomes. However, empirical consensus on how various factors drive school quality through student achievement remains elusive, particularly within Indonesian primary education. This study examined the impacts of leadership, teacher competence, technological integration, and the school environment on institutional quality, positioning student achievement as an intervening variable. Utilizing a quantitative cross-sectional design, data were gathered from 240 students across two public primary schools in Cirebon, Indonesia. A structured questionnaire featuring 34 validated indicators on a four-point Likert scale was administered, and the framework was analyzed via Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 3. The empirical results demonstrate that leadership was the sole factor exerting a significant positive influence on student achievement. Conversely, teacher quality, technology, and the school climate showed no substantial direct effects. Notably, student achievement was found to robustly enhance overall school quality, underscoring its pivotal role in educational effectiveness. These insights suggest that strengthening instructional leadership should be prioritized to elevate both student performance and school standards. Ultimately, this study enriches the literature by offering integrated empirical evidence from the Indonesian primary education context and provides actionable, data-driven guidance for school administrators and policymakers..