<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">İrem Demir</style></author><author><style face="normal" font="default" size="100%">Cem Oktay Güzeller</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHER PERFORMANCE: A BIBLIOMETRIC ANALYSIS AND SYSTEMATIC REVIEW</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">bibliometric analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">educational administration</style></keyword><keyword><style  face="normal" font="default" size="100%">systematic review</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher performance</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4770997</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Teacher performance plays a decisive role in educational quality and student achievement. Despite extensive research, the literature remains fragmented across leadership models, organisational conditions, and individual psychological factors. This fragmentation limits theoretical integration and weakens the contribution of research to educational administration and policy. The aim of this study was to provide a comprehensive and integrated understanding of teacher performance from an educational administration perspective by combining bibliometric mapping and systematic review. The study employed a two-stage research design in accordance with PRISMA 2020 guidelines. First, a bibliometric analysis of publications indexed in the Web of Science Core Collection was conducted to map publication trends, influential journals and authors, and dominant conceptual themes in teacher performance research. Second, a systematic review critically synthesised 27 empirical studies by examining research designs, key variables, empirical findings, and administrative implications. The synthesis focused on cross-study patterns rather than single-study descriptions. The results indicate that teacher performance is a multidimensional construct shaped not only by individual factors such as motivation and self-efficacy but also, and more strongly, by leadership styles, organisational climate, evaluation systems, and policy contexts. Transformational and participatory leadership models, supportive school climates, and development-oriented evaluation systems are consistently associated with higher teacher performance. In contrast, rigid administrative structures and misaligned evaluation practices constrain professional growth. The study is significant because it links the intellectual structure of the field with empirical evidence and offers actionable insights for educational administrators and policymakers seeking to enhance sustainable teacher effectiveness.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">75-100</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Peter Paul Canuto</style></author><author><style face="normal" font="default" size="100%">Marites Choycawen</style></author><author><style face="normal" font="default" size="100%">Randy Pagdawan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE INFLUENCE OF TEACHING COMPETENCIES ON TEACHERS’ PERFORMANCE AND STUDENTS’ ACADEMIC ACHIEVEMENT IN PRIMARY SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">primary science education</style></keyword><keyword><style  face="normal" font="default" size="100%">primary science teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ science academic achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher performance</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching competency</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1708676519.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The teaching competencies of science teachers significantly influence students' science academic achievement. It shapes the students' understanding of complex science concepts and their ability to excel in scientific exploration, ultimately nurturing their scientific literacy. This study assessed the teaching competencies influencing the teaching performance of 58 primary science teachers relative to the academic achievement of their students in science at the Tinoc District, Tinoc, Ifugao, Philippines. The significant differences by teacher demographics were also determined. This is relevant to the district's observed low scientific literacy and achievement of students in science education as assessed in recent years. Using a quantitative approach, the study employed a modified questionnaire that was validated and pilot-tested. Results disclosed that the science teachers strongly agreed that professionalism is the most common teaching competence influencing their performance, indicating their adherence to local and national standards and code of conduct. They also strongly agreed with teaching effectiveness, personal skills, educational planning, and management skills. Generally, there were no significant differences among the teaching competencies regardless of the teachers' gender, age, highest educational attainment, and years in service. Meanwhile, the students’ science academic achievement was determined to be lower average, suggesting low scientific literacy. Correspondingly, the teaching competencies and students' academic achievement were not correlated. Nonetheless, the teacher's capacity to impact the learners' scientific exploration and achievement remains intact. Further studies are recommended to be undertaken.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">29-47</style></section></record></records></xml>