<![CDATA[Teaching performance is an organizationally embedded outcome shaped by teacher resources, organizational support, appraisal, and technological conditions. This hybrid systematic review combined PRISMA-guided study selection, bibliometric analysis, and a Theory–Context–Characteristics–Methodology (TCCM) synthesis. A Scopus search conducted on 13 September 2026 using the phrase “Teaching Performance” identified 2,071 records; sequential filtering yielded 75 English-language journal articles published from 2021 to 2026. Bibliometric mapping was conducted with Bibliometrix through the Biblioshiny interface, while TCCM coding was restricted to information explicitly reported in titles, abstracts, author keywords, and bibliographic metadata. The corpus comprised 245 authors and 40 sources. The findings linked teaching performance with psychological and professional resources, leadership and organizational support, digital competence and appraisal systems, and context-specific performance expectations. Because these domains are usually examined separately and much of the evidence is cross-sectional, the review proposes a multilevel HRM framework and prioritizes longitudinal, multisource, multilevel, and responsibly AI-supported research.]]>
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