<![CDATA[This study aimed to develop and examine the feasibility of an e-Performance–based teacher development model (e-KIN) to enhance the pedagogical competence of junior high school English teachers in Tegal City, Indonesia, responding to persistent challenges in integrating digital technology into lesson planning, assessment, and professional reflection, as well as the tendency of existing performance evaluation systems to function mainly for administrative purposes rather than instructional improvement. A research and development approach was employed by adapting the ADDIE model with emphasis on the development stage, involving English teachers from public junior high schools with varying teaching experience, and data were collected through needs analysis questionnaires, classroom observations, interviews, expert validation instruments, and practicality tests. The results indicated that teachers required structured digital support in instructional planning, formative assessment, and reflective practice, leading to the development of an e-KIN model consisting of digital lesson-planning tools, documentation of classroom practices, pedagogical performance indicators, and feedback-oriented online professional development modules. Expert judgments classified the model as highly feasible, while practicality testing demonstrated that the system was user-friendly and contributed to improvements in lesson preparation, classroom implementation, and reflective teaching. The findings suggest that the e-KIN–based model can serve not only as an administrative platform but also as a sustainable mechanism for data-driven pedagogical development in junior high school English education.]]>
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