Teacher Performance Management Oriented to Professional Growth Through Coaching and Mentoring
DOI:
https://doi.org/10.59525/gej.1719Keywords:
Academic Supervision, Coaching, Mentoring, School Leadership, Professional DevelopmentAbstract
This article discusses a teacher performance management model oriented toward professional growth through a coaching and mentoring approach. The purpose of this paper is to describe the design of a teacher performance management model oriented toward professional growth through a coaching and mentoring approach. This research method is based on a qualitative literature review that synthesizes theoretical perspectives on coaching conversations, senior-junior mentoring programs, collaborative academic supervision, and principal competencies as instructional coaches. The results of this study describe how coaching conversations can structure goal setting, classroom reflection, and follow-up planning, while mentoring provides a systematic transmission of pedagogical experience from senior teachers to novice teachers. Collaborative supervision is presented as a bridge between classroom observation and constructive feedback. This article further outlines the organizational and ethical prerequisites for implementing this model, including leadership commitment, time allocation, documentation practices, and a school climate that values openness and shared responsibility for learning. The proposed framework is intended to guide schools in redesigning teacher performance management in a way that strengthens professional identity, improves teaching quality, and fosters a sustainable learning community among educators.
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Copyright (c) 2026 Didit Darmawan , Agung Maulana, Mohammad Nasiruddin, Abdul Khobir Rahmatullah, Muhammad Iqbal Maududi
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