This paper evaluates the indicators used in the appraisal of teachers work performance in Indonesia in the light of work performance. The evaluation will be used to investigate whether the required role of teachers is still relevant with the current demands of education in the 21st century. Work performance is first described in its traditional view as behaviors or actions that are relevant to the goals of the organization, and its evolution into a four dimensional concept is then exposited. The role of teachers in the Indonesian education system is presented together with work performance indicators used in the teachers appraisal system. It is concluded that the teacher competency appraisal system used in Indonesia mostly addresses task performance and contextual performance, while adaptive performance is only related to two competency components. In effect, this will mainly enforce the traditional role of teachers, while downplaying the role of teachers as innovators and active stakeholders. The use of an integrated job context model will require further improvement in the teacher work performance appraisal system in Indonesia, as well as other related systems such as welfare and career planning. Such an endeavor will hopefully pave the way for the emergence of teachers that are better prepared to equip students with 21st century skills, and more aligned with their actual role as a vital component of the school system, and on a larger scale, the education system.