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.