<![CDATA[Purpose: Addresses suboptimal instructional quality caused by the disconnect between teacher conduct and professional capabilities. The primary objective is to analyze strategies for elevating learning quality by integrating work discipline and pedagogical competence through performance management frameworks in public elementary schools across Serang Regency. Method: Utilizing a qualitative case study design, empirical data were collected via in-depth interviews, direct classroom observations, and documentary analysis. The study involved twelve purposively selected key informants, including school principals, senior teachers, and educational administrators. Findings: Results demonstrate that performance management serves as an integrative mechanism, transforming routine administrative discipline into active pedagogical commitment through continuous observation and reflection cycles. This alignment significantly increases instructional variety, teacher accountability, and overall institutional effectiveness in achieving learning objectives. Practical implications: Provides school administrators and educational policymakers with a concrete framework to balance digital performance oversight with supportive, coaching-based leadership, fostering sustainable professional development and improved primary classroom instruction. Originality/value: Bridges a critical gap in educational human resource management literature by establishing an integrative model that harmonizes behavioral discipline with pedagogical enhancement, demonstrating how digital administrative tools and instructional leadership synergize in public primary education.]]>
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