Teachers’ Perceptions and Experiences during an Annual Performance and Development Cycle

In this study, the perceptions and experiences of eighteen teachers across three primary schools in Victoria, Australia, were examined as they participated an annual performance development cycle, guided by Australian Teacher Performance Development Framework. The study sought to investigate teachers’ cycle understand aspects perceived valuable these teachers. Semi-structured interviews focus groups held with at beginning end each school’s responses thematically analysed. Findings suggest that school leaders perform a critical role success processes, cultivating culture learning on individual collective improvement helped feel connected processes empowered learners. findings have implications for nature development. Based research findings, five-step model is proposed support design implementation meaningful teacher processes.