Reflective management reframes classroom teaching and school governance as cyclical, evidence-seeking, and improvement-oriented activity. This article theorizes the teacher’s professional competence as the core driver of reflective management in pedagogy and develops an integrated competence framework that links epistemic, diagnostic-analytic, design, interactional, and developmental domains. Drawing on classic and contemporary scholarship on reflection, learning theory, and teacher professionalism, the study uses a narrative integrative review to synthesize conceptual and empirical insights into a coherent model and applies the model to typical instructional and school-level scenarios. The analysis shows that reflective management is not a solitary cognitive routine but a distributed socio-technical practice dependent on teachers’ capacity to generate trustworthy evidence of learning; to interpret data with theoretical and contextual sensitivity; to transform insights into pedagogical design; to broker dialogic relationships with students, colleagues, and guardians; and to sustain ongoing professional growth through metacognitive habits and ethical accountability. Practical implications include task-embedded assessment design, short-cycle inquiry protocols, feedback architectures, and micro-credentialing pathways that legitimate reflection as professional work. The article concludes with recommendations for teacher education and school leaders to institutionalize reflective competence through curriculum, mentoring, and organizational routines.  

Reflective practice, teacher competence, instructional design

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