<![CDATA[Teacher performance management is a complex process that plays an important role in improving the quality of learning. However, a well-formulated policy does not always work the same way in practice, as teachers still understand its objectives differently, principals bear a heavy burden as assessors, devices and internet access are limited, and assessment results are not yet linked to competency development. This study aims to evaluate the implementation of the teacher performance management policy in supporting the improvement of learning quality, to identify its supporting and inhibiting factors, and to formulate strategies to strengthen it. The study employed a qualitative approach using a library research method, drawing on government policy documents, theoretical books, and national and international scientific journal articles. The analysis used the CIPP evaluation model (context, input, process, and product). The findings show that the policy has clear objectives that are relevant to the need to improve learning quality. The main supporting factors are the clarity of objectives and the growth of a reflective culture in schools, while the inhibiting factors include assessors' workload, the technology access gap, and a tendency to interpret the policy in purely administrative terms. The policy's contribution to learning quality is stronger when assessment results are used as the basis for competency development programs. The recommended strategies include positioning performance management as a continuous coaching cycle, strengthening principals' capacity, simplifying procedures, and linking assessment results to targeted development programs.]]>
