OKRs Towards School Administration Strategies for Promoting Teacher Effectiveness
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Abstract
Currently, basic education school administration faces three critical gaps: 1) a workload gap, where excessive administrative duties prevent teachers from adequately preparing for instruction; 2) a management process gap, stemming from the reliance on traditional tools such as SWOT Analysis and KPIs, which lack teacher participation and fail to foster the setting of challenging goals; and 3) a developmental gap, resulting from a lack of continuous personal and professional development. This article presents the concept of implementing the Objectives and Key Results (OKRs) framework as a modern school administration strategy. It integrates OKRs with SOAR Analysis for positive organizational assessment and aligns them with the Performance Agreement (PA) system under the Teacher Civil Service and Educational Personnel Commission (OTEPC) directive V19/2567 to effectively close these gaps. This approach is grounded in theoretical foundations, namely Goal-Setting Theory, Self-Efficacy Theory, and Organizational Behavior concepts. Furthermore, the article proposes a strategic management framework that systematically integrates OKRs with the PA system by designing specific strategies tailored to address each gap. Ultimately, this approach leads to a streamlined system that reduces workload redundancy and sustainably enhances teachers’ work effectiveness.
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