<![CDATA[Teacher performance management is designed to shift performance appraisal from an administrative exercise into a continuous coaching process that improves the quality of learning. However, few studies have assessed how effective this policy is, especially after the system changed through the Merdeka Mengajar Platform. This study aims to analyze the effectiveness of the teacher performance management policy in improving learning quality, to identify the conditions that determine its effectiveness, and to formulate strengthening strategies. The study uses a qualitative approach with a library research method on policy documents, books, and national and international journal articles, analyzed thematically using Dunn's six policy evaluation criteria: effectiveness, efficiency, adequacy, equity, responsiveness, and appropriateness. The review shows that the policy is well targeted and responsive to the need for learning transformation, and that it has the potential to change teaching practice when appraisal is accompanied by classroom observation, specific feedback, and mentoring. Its effectiveness is conditional: it depends on the capacity of principals as assessors, the link between appraisal results and competency development, a reasonable administrative burden, and equitable access to technology. Direct empirical evidence on the policy's effect on student learning outcomes remains limited, so field research is needed. The policy should be strengthened by building assessor capacity, simplifying procedures, and connecting follow-up actions to professional development programs.]]>
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