Performance management is instrumental in improving teacher effectiveness and
academic outcomes in schools. In Zimbabwe, the implementation of performance
management systems, while promising, faces major challenges emanating from
inadequate training and resource disparities. Moreover, many teachers view
performance management as a punitive exercise rather than a developmental
opportunity. These challenges undermine efforts to achieve sustainable education
reform, creating an urgent need for transformative pathways that align performance management systems with education goals. This study explored pathways for transforming performance management in Zimbabwean public secondary schools to foster lasting academic reform. Grounded in Goal-Setting, Systems, and Transformation theories, this qualitative study employed semi-structured interviews and document analysis to gather data. The study found that there was a need for comprehensive training programs, improved stakeholder engagement, and tailored appraisal systems that accommodate the diverse realities of various schools. Leveraging digital tools and implementing supportive evaluation practices were cited as vital to cultivating a culture of continuous learning and accountability. The study concluded that context-sensitive reforms can align performance management with strategic goals to improve teacher motivation and the quality of instruction. These measures hold the potential to create a more equitable and effective education system, contributing to the field of education
management, specifically in resource-constrained environments.

Keywords: performance management, teacher development, sustainable education
reform, stakeholder engagement, Zimbabwe public secondary schools