Abstract
This study aimed at exploring the factors affecting classroom teachers' job performance. Maximum variation sampling was used to select the study group. 72 teachers working at primary schools in a province in Eastern Turkey participated in a qualitative dominant mixed-methods study incorporating a qualitative case study and Q methodology. The data obtained through interviews were content-analyzed, and the Q data were analyzed via the PQMethod 2.35 software program. The results indicated that organizational, managerial, and systemic factors had both negative and positive effects on teacher performance. Teachers expressed similar views via the item configurations provided and built up a similar profile about the factors affecting job performance. Besides general professional competencies, students' readiness level and teachers' mastery of course content were reported to have impacts on classroom teachers' job performance.
Highlights
International research-based evidence has indicated the role and contribution of teachers in students’ education and academic achievement (Cordero & Gil-Izquierdo, 2018; Day, Sammons, Stobart, Kington, &Gu, 2007; Hanushek, 2011; Hattie, 2009; Savage, 2019), socialemotional development, preparation for social and professional life, and contribution to the society (Heinz, 2015)
This research set out to explore the factors influencing job performance of Turkish classroom teachers working at public schools by taking an account of job performance as a variable construct
The results demonstrated that most of the teachers were of similar opinions about the factors affecting teacher performance
Summary
International research-based evidence has indicated the role and contribution of teachers in students’ education and academic achievement (Cordero & Gil-Izquierdo, 2018; Day, Sammons, Stobart, Kington, &Gu, 2007; Hanushek, 2011; Hattie, 2009; Savage, 2019), socialemotional development, preparation for social and professional life, and contribution to the society (Heinz, 2015). 8 subthemes were seen to affect teacher performance positively. These were organizational factors (n=13), administrative factors (n=13), personal characteristics (n=9), student-related factors (n=8), physical factors (n=5), factors related to parents (n=5), systemic factors (n=5) and competition (n=3). The administrative factors increasing teacher performance covered the school administrators’ appreciation of teacher success and exemplary behavior and having positive attitudes towards teachers. One of the factors that increased teacher performance was student characteristics. It was understood that students’ academic achievement, willingness, high level of readiness, high level of self-confidence, good communication skills, and ability to undertake social responsibilities had positive effects on teacher performance.
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