MANAGEMENT OF TEACHER SELF-EVALUATION TO IMPROVE SCHOOL PERFORMANCE

Abstract

School performance is defined as the provision of high-quality educational services, as demonstrated by the effectiveness of establishing effective learning strategies. Teachers are the primary actors in this regard due to their standing as professional educators who must possess personal, pedagogical, professional, and social skills. Teacher discipline, the primary indicator of overall proficiency, is a decisive factor in achieving school achievement. Serious issues develop when it is suspected that many instructors lack or are not disciplined in carrying out their profession, resulting in poor or low teacher and school performance. To ensure disciplinary stability, instructors must undergo enormous self-evaluations so that changes in teacher performance may be tracked on a regular basis. The purpose of this study is to describe teacher self-evaluation management in order to improve school performance. It is based on classical management theories and concepts and was conducted qualitatively using the case study technique. The research results show that the school applies managerial principles in teacher self-evacuation, with planning coverage that prioritizes goals and procedures for achievement, organization that regulates resources and work arrangements, implementation consisting of determining performance and carrying out evaluations through the e-Kinerja platform, and control that emphasizes the purpose and reasons for carrying out the assessment as a follow-up to teacher self-evaluation and its impact on enhancing school performance. The study concludes that the governance or administration of teacher self-evaluation in schools must be vast, structured, and systematic in order to build and maintain teacher performance, which adds to school performance improvement.