TAXONOMY OF TEACHING STAFF ACTIONS ORIENTED TOWARDS PERFORMANCE: CASE STUDY IN THE CONTEXT OF MODERN EDUCATIONAL MANAGEMENT
TAXONOMY OF TEACHING STAFF ACTIONS ORIENTED TOWARDS PERFORMANCE: CASE STUDY IN THE CONTEXT OF MODERN EDUCATIONAL MANAGEMENT

Summary/Abstract: The paper addresses the issue of teaching performance from the perspective of a taxonomy of teachers’ actions oriented toward professional excellence and educational efficiency. The study aims to highlight the role of intrinsic motivation, energizing competence, and praxeological management in shaping high-performing professional behavior. Conducted in the pre-university educational context, the research explored the correlations between professional motivation, reflective competence, and the frequency of performance-oriented pedagogical actions. The results revealed that educational performance is closely linked to the balance between internal motivation, perceived self-efficacy, and a collaborative organizational climate. Furthermore, teachers who demonstrate energizing competence and a reflective attitude tend to adopt innovative practices, contributing to the development of an educational culture based on continuous learning, collaboration, and shared leadership.

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