RECONSTRUCTING EDUCATIONAL MANAGEMENT THROUGH VALUE-BASED LEADERSHIP TO ENHANCE TEACHER PERFORMANCE

Abstract

This study aims to explore the reconstruction of educational management, focusing on value-based leadership and reflective supervision to enhance teacher performance. Despite various managerial reforms, optimizing teacher motivation and professional competence remains challenging. This research employs a convergent mixed-methods design, integrating quantitative surveys and qualitative phenomenological approaches among educators and school leaders. The findings reveal that integrating ethical leadership values such as integrity, empathy, and visionary guidance significantly transforms the organizational culture. Reflective supervision models foster a collaborative rather than evaluative environment, thereby increasing intrinsic motivation and continuous professional development among teachers. Furthermore, establishing an emotionally and psychologically supportive workplace culture directly correlates with improved teaching efficacy. In conclusion, reconstructing educational management through ethical and value-based frameworks offers a sustainable solution to elevate teacher performance and overall institutional quality.

KEYWORDS: educational management; value-based leadership; teacher performance; reflective supervision; organizational culture