TEACHERS' TEACHING PERFORMANCE IN ACADEMIC CULTURES REVIEW: IMPLICATION FOR PROFESSIONAL DEVELOPMENT

Abstract

Teacher teaching performance is a crucial factor determining the quality of education and student learning outcomes. Current discourse emphasizes the role of academic culture in shaping teacher instructional effectiveness, but empirical studies linking these two constructs are limited. This study aims to analyze the influence of academic culture on teacher teaching performance and explore its implications for professional development initiatives. Using a mixed-methods approach, this study integrates quantitative data from a survey of 91 respondents and interviews with five elementary school teachers in West Jakarta, Indonesia. The quantitative analysis indicates a positive relationship between academic culture and teaching performance, with a correlation coefficient of 0.368. The t-test result is 7.199, which is greater than the t-table (1.662), indicating statistical significance. Qualitative findings indicate that supportive academic cultures, such as (1) collaboration and sharing of good practices, (2) reflective learning and self-evaluation, (3) development of new skills and (4) innovation and creativity in learning, thus strengthening academic culture can be an effective strategy in their professional development programs. Integration of cultural dimensions into teacher training, culture-based professional development strategies, and institutional policies such as academic norms, mentoring, and peer collaboration, is highly recommended.