Can self-management enhance teacher performance? This paper argues for the importance of self-management in ensuring quality in teacher performance. The research proposes a framework of teacher self-management and its implications for teacher training, emphasizing the need for continuous professional development and adaptability in a changing educational landscape. Teacher self-management is presented as an ongoing process comprising two self-propelling cycles. The major cycle consists of five sequential stages, in which teachers are aware of the evolving educational environment and readjust their personal goals and action plans to meet emerging challenges. The support cycle facilitates action learning in various stages of the major cycle. Ultimately, this paper suggests re-engineering traditional staff development practices to maximize opportunities for facilitating teachers' self-management and self-learning. The study offers valuable insights for reforming teacher education programs and preparing teachers for quality performance in a dynamic education environment. The outcome of this analysis is relevant not only to educational organizations but also to other professional organizations seeking to foster self-management and continuous improvement.
While the provided categories are empty, inferring context, this paper likely fits journals focused on educational leadership, teacher training, or human resource development within education. The focus on self-management and its implications for teacher training aligns with themes of professional development and improving teacher performance, making it suitable for journals in those areas.
| Category | Category Repetition |
|---|---|
| Education: Theory and practice of education | 2 |