Implementation Of Teacher Performance Management Through Academic Supervision Based On Classroom Observation In Enhancing Teacher Professionalism
DOI:
https://doi.org/10.59944/postaxial.v3i4.2200Keywords:
Teacher Performance Management; Academic Supervision; Classroom Observation; Teacher Professionalism; Professional DevelopmentAbstract
Teacher professionalism is a critical determinant of educational quality, yet teacher performance management is often implemented primarily as an administrative evaluation rather than as a continuous process of professional development. Academic supervision based on classroom observation has the potential to bridge this gap by connecting performance assessment with authentic evidence of teaching practice, constructive feedback, and targeted professional development. This study aims to examine how teacher performance management can be implemented through academic supervision based on classroom observation to enhance teacher professionalism. The study employed a conceptual literature review by synthesizing eleven relevant scholarly publications obtained from recognized academic indexing systems and journals with valid ISSN, including sources indexed by Scopus, SINTA, and the Directory of Open Access Journals (DOAJ). The literature was analyzed thematically across five dimensions: performance management cycles, classroom observation, performance assessment, feedback and professional dialogue, and professional development. The synthesis indicates that academic supervision becomes more effective when integrated into a continuous performance management cycle rather than conducted as an isolated annual evaluation. Classroom observation serves as an evidence-based mechanism for identifying instructional strengths and development needs, while constructive feedback transforms performance evidence into reflective learning. Differentiated professional development further enables schools to respond to teachers' varying levels of experience and performance. The novelty of this study lies in integrating performance management, academic supervision, classroom observation, feedback, and professional development within a unified conceptual framework for strengthening teacher professionalism. The study concludes that supervision oriented toward evidence, reflection, and continuous development can transform teacher performance management from administrative compliance into a strategic mechanism for sustainable professional improvement
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