Beyond Accountability: How KPI -Based Teacher Performance Evaluation Connects Work Culture, Professional Learning, and Innovative Behavior in Elementary Schools
DOI:
https://doi.org/10.51454/jet.v7i3.1008Keywords:
Key Performance Indicator (KPI), teacher performance assessment, performance management, work culture, innovative teacher behaviorAbstract
Teacher performance evaluations are widely used to strengthen accountability and professional development, yet international research remains limited in explaining how Key Performance Indicator (KPI)-based evaluations are linked to the development of teachers’ work culture and innovative behavior, particularly in the context of elementary schools. This study aims to explore how KPI-based teacher performance evaluations are designed and implemented, how they relate to the development of teachers’ work culture, and through what mechanisms and contextual conditions they are linked to teachers’ innovative behaviors. The study employed a single qualitative case study embedded in two elementary school units within the Darul Hikam educational environment in Bandung. Data were collected through semi-structured interviews with six informants, observations, and documentation, and were subsequently analyzed thematically using ATLAS.ti 9. The results indicate that KPI implementation is characterized by an accountability structure involving indicators, evidence collection, monitoring, and feedback. Their developmental functions relate to professional learning, collaboration, and leadership support, while time constraints, workload, and strategic compliance are conditions that can limit this process. The study concludes that KPIs are more meaningful as a development mechanism when accountability is linked to professional learning and the improvement of teaching practices.
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