<![CDATA[This study aims to investigate the role of teacher performance in the promotion process in elementary school settings and to identify the key factors influencing teachers` opportunities for career advancement. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, observations, and documentation, and analyzed using an interactive process consisting of data reduction, data display, and conclusion drawing. The findings indicate that teacher performance is the primary consideration in promotion decisions, as reflected in classroom observations, students` learning outcomes, and participation in additional professional responsibilities. Supporting factors, including professional certification, teaching experience, and educational qualifications, further strengthen teachers` promotion prospects. The promotion process involves both formal administrative procedures and informal organizational dynamics, with school principals playing a strategic role in providing recommendations and facilitating decision-making. Several challenges were identified, including subjectivity in performance assessment, limited promotion highlights that teacher promotion is influenced not only by measurable performance and professional qualifications but also by organizational, psychological, and social factors within the school environment, demonstrating the complexity of career advancement in elementary school settings.]]>
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