<![CDATA[Teacher performance management often focuses on periodic appraisal and the completion of administrative requirements, while improving instructional quality requires connecting performance targets, observation, feedback, professional development, and evidence of student learning within a single development cycle. This study aims to reformulate a teacher performance management framework for SD Negeri 145 in Barru Regency based on a synthesis of the literature. The study employed a structured systematic review of 25 scholarly articles published between 2021 and 2025, selected for their relevance to instructional leadership, teacher professional development, coaching, feedback, formative assessment, collaboration, teacher efficacy, and primary school instruction. Data were coded by publication year, methodological orientation, thematic focus, and direction of findings, and then analyzed through descriptive synthesis and a one-sided exact binomial test to compare the proportion of studies reporting positive findings with a reference value of 0.50. The results showed that 22 of the 25 studies reported predominantly positive relationships or effects, while three studies showed mixed or context-dependent results. The proportion of studies reporting positive findings was significantly higher than the reference value (p < 0.001). The synthesis yielded five components of a performance management cycle: performance mapping, setting measurable targets, supervision and formative feedback, targeted professional development, and evaluation based on evidence of learning followed by corrective action. This framework provides an implementation design that integrates performance appraisal with professional development and instructional improvement. The resulting model is based on a synthesis of the literature and does not yet constitute empirical evidence of conditions at SD Negeri 145 in Barru Regency, so the suitability and effectiveness of its implementation require field validation.]]>
