Teacher Performance and Organizational Dynamics in Teacher Promotion: A Qualitative Case Study in an Indonesian Elementary School

Abstract

This study aims to investigate the role of teacher performance in the promotion process in
elementary school settings and to identify the key factors influencing teachers` opportunities
for career advancement. A qualitative approach with a case study design was employed. Data
were collected through in-depth interviews, observations, and documentation, and analyzed
using an interactive process consisting of data reduction, data display, and conclusion
drawing. The findings indicate that teacher performance is the primary consideration in
promotion decisions, as reflected in classroom observations, students` learning outcomes,
and participation in additional professional responsibilities. Supporting factors, including
professional certification, teaching experience, and educational qualifications, further
strengthen teachers` promotion prospects. The promotion process involves both formal
administrative procedures and informal organizational dynamics, with school principals
playing a strategic role in providing recommendations and facilitating decision-making.
Several challenges were identified, including subjectivity in performance assessment, limited
promotion highlights that teacher promotion is influenced not only by measurable
performance and professional qualifications but also by organizational, psychological, and
social factors within the school environment, demonstrating the complexity of career
advancement in elementary school settings.