Teacher Performance Management in Supporting Learning Quality at SDI Puspa Bangsa

Abstract

Teacher performance management is an important component of school management because it can support the development of effective and sustainable learning practices. This study aimed to analyze teacher performance management in supporting learning quality at SDI Puspa Bangsa. The study employed a qualitative descriptive approach. Data were collected through semi-structured interviews, classroom observations, and document analysis involving the principal and teachers. Data were analyzed through data reduction, data display, and conclusion drawing, while data credibility was strengthened through source and technique triangulation. The findings showed that teacher performance management was implemented through five interconnected processes: performance planning, implementation, monitoring, evaluation, and follow-up. Performance planning helped teachers establish instructional responsibilities and prepare learning activities, while monitoring and supervision provided opportunities for feedback and instructional improvement. Performance evaluation was used to identify teachers' strengths and areas requiring further development, followed by individual guidance, professional discussions, and professional development activities. These processes contributed to learning quality by supporting more organized instruction, reflective teaching practices, student engagement, and responsiveness to learning needs. However, the consistency of follow-up and the systematic use of assessment results still require improvement. The study concludes that teacher performance management can support learning quality when it is implemented as a continuous developmental process rather than merely an administrative procedure.