Teacher Performance Management Model Based on Internal School Quality Assurance

Abstract

This study aims to develop a teacher performance management model based on Internal Quality Assurance (IQA) to enhance teacher professionalism and improve the quality of learning in schools. The research employed a Research and Development (R&D) approach using a mixed methods design. Data were collected through questionnaires, in-depth interviews, classroom observations, and analysis of internal school documents. Quantitative and qualitative data were analyzed to examine changes in teacher performance and stakeholder perceptions toward the developed model. The results indicate that the IQA-based teacher performance management model effectively improves teacher performance across key dimensions, including lesson planning, instructional implementation, evaluation, and professional development. Quantitative findings reveal a significant positive increase in teacher performance scores, particularly in evaluation and monitoring aspects, highlighting the critical role of feedback and supervision within an internal quality assurance system. Qualitative findings further demonstrate positive perceptions from both teachers and school principals. Teachers reported clearer understanding of performance standards, greater adaptability in instructional strategies, and stronger institutional support for continuous professional development. Meanwhile, principals perceived the model as facilitating supervision, evaluation, and evidence-based decision-making processes. The findings align with the principles of Continuous Quality Improvement (CQI) and professional learning community theories, emphasizing ongoing evaluation, collaboration, and sustainable capacity building. Overall, this study concludes that the IQA-based teacher performance management model is an effective strategy for strengthening internal quality assurance systems and improving learning quality at both individual and organizational levels. Therefore, the model is recommended as a practical guide for teacher performance management implementation across various school context.