Abstract
The present study aimed to analyze the relationship between teacher performance evaluation, pedagogical leadership, and educational quality through a systematic review of recent literature. The identification, selection, and analysis of studies published in academic databases were conducted, considering empirical research and scientific reviews related to the variables of interest. The findings indicate that performance evaluation, when oriented toward formative feedback and continuous professional development, significantly contributes to the improvement of pedagogical practices and the strengthening of student learning. Likewise, educational leadership was found to influence teacher motivation and performance, fostering institutional environments that promote innovation and continuous improvement. Educational quality does not depend solely on structural resources, but also on professional commitment, pedagogical competencies, and effective instructional support. It is concluded that the articulation between formative evaluation, transformational leadership, and teacher training constitutes a strategic axis for optimizing teaching and learning processes.
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