AN ANALYSIS OF FACTORS AFFECTING TEACHERS PERFORMANCE IN GOVERNMENT GIRLS LOW INCOME SCHEME AT ELEMENTARY LEVEL .docx

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AN ANALYSIS OF FACTORS AFFECTING TEACHERS
PERFORMANCE IN GOVERNMENT GIRLS LOW
INCOME SCHEME AT ELEMENTARY LEVEL
RAHIM YAR KHAN.
BY
FIZZA TANVIR
Roll No.BK643458
Submitted in partial fulfillment of the requirements for B.Ed. (1.5 year) program
in (Management Science) at Department of Early Childhood Education and
Elementary Teacher Education
FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

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IN THE NAME OF ALMIGHTY ALLAH THE MOST
BENEFICENT, COMPASSIONATE AND THE
MOST MERCIFUL

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Faculty of Education
AllamaIqbal Open University, Islamabad
APPROVAL FORM
The research project attached here to,titled*“An Analysis of factors
affecting teachers performance in government low income School at
elementary level Rahim Yar Khan.” This thesis is Proposed and
submitted by Fizza Tanvir , Roll No. BK643458 in partial fulfillment of
the requirements for the degree of B.Ed. (1.5 year) (mention area of
specialization) is hereby accepted.
Supervisor: ________________________(Signature)
Evaluator: ________________________(Signature)
Dated: _________________
(Day-Month-Year)
Supervisor Name: Sir Tariq Bilal
Evaluator Name:

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DECLARATION
I Fizza Tanvir Daughter of Tanvir Ahmed Roll No.BK643458
Registration # 16PRN08729 a student of B.Ed. (1.5 year) programmed
(Management Science) at Allama Iqbal Open University do hereby
solemnly declare that the research project entitled “The Analysis of factors
affecting teachers performancein Government Girls low income
scheme # 1 at elementary level R-Y-K.”submitted by me in partial
fulfillment of B.Ed. (1.5/2.5 year) programmed, is my original work, and
has not been submitted or published earlier. I also solemnly declare that it
shall not, in future, be submitted by me for obtaining any other degree from
this or any other university or institution. I also understand that if evidence
of plagiarism is found in my thesis/dissertation at any stage, even after the
award of a degree, the work may be cancelled and the degree revoked.
Date:______________ Signature of Candidate ________________
(Day-Month-Year)
Name of Candidate: FIZZA TANVIR
▪ DEDICATED
To

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My loving Parents
&
My dedicated Teachers
ACKNOWLEDGEMENT
All praise and glory to Allah the Beneficent, the Merciful, the Creator, the maker, and
the fashioner whatever in the heavens and the earth declares his glory and he is the
mighty, the wise, the absolute king, the most compassionate, the holy, the author of

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peace, the granter of security, guardian overall, the almighty, the supreme, the possessor
of greatness who provide ability to complete this contribution with in specific time.
My deep appreciation goes to my supervisor Sir Tariq Bilai & Faiz Zaidi for his constant
help, guidance and the hours of attention he devoted to completion of this research
work nothing can be possible without his guidance.
I would like to express my sincere gratitude to my mother for their prayers support and
encouragements to me.Finally in the end I want to pay homage all the head masters,
teachers and students of elementary schools in Rahim Yar Khan for their kind co-
operation and patience in giving information and extending all assistance during this
study.
FIZZA TANVIR
Research Project Submission Approval Form
(SUPERVISOR)
Research Project entitled “An Analysis of Factors Affecting Teachers’
Performance at Elementary Level in Government Girls Secondary
School Low Income Scheme Rahim Yar Khan” It is Submitted by Fizza

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Tanvir Roll No.BK643458 Registration No. 16PRN08729
ProgrammeB.Ed (1.5 Year) has been read by me and has been found to be
satisfactory regarding its quality, content, language, format, citations,
bibliographic style, and consistency, and thus fulfils the qualitative
requirements of this study. It is ready for submission to Allama Iqbal Open
University for evaluation.
_______________________
Name of Supervisor
Date:__________________
_____________________
(Day-Month-Year) Signature of Supervisor
AN ANALYSIS OF FACTORS AFFECTING TEACHERS
PERFORMANCE IN GOVERNMENT GIRLS LOW INCOME
SCHEME AT ELEMENTARY LEVEL
RAHIM YAR KHAN.
ABSTRACT

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This research focuses on the factors affecting teachers performance in
government low income at elementary level RYK. . Keeping in analysis
the situation, it is desirable to study about the factors affecting on the
teachers Performance. To investigate the positive measures to minimize the
factors that affects the performance of teachers. So that the teacher’s
performance could be improved and it can only be possible when a calm
and cool working environment will be provided to them. This study help to
recommend the possible solutions and give some recommendations to
improve the teachers performance.
Keywords: Teachers performance, self efficacy, personal factors
1 Contents
RESEARCH PROJECT APPROVAL ii
DECLARATION
DEDICATION
iii
iv
ACKNOWLEDGEMENT V
RESEARCH PROJECT SUBMISSION Vi
ABSTRACT Vii

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DEDICATED IV
ACKNOWLEDGEMENT V
CHAPTER 1 1
1 INTRODUCTION 1
1.1 Introduction 1
1.2 Problem Statement 3
1.3 Research Objectives 4
1.4 Research Questions 4
1.5 Significance of the Research 4
1.6 Research Methodology 5
1.6.1 Population 5
1.6.2 Sampling and Sample 6
1.6.3 Research Tool 6
1.6.4 Reliability and Validity of Research Tools 6
1.6.5 Data Collection 6
1.6.6 Data Analysis 6
1.8 Delimitations 5
CHAPTER 2 9
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2.1 Concept of Education & Teachers performance 9
2.2 Nature of Education & Teaching 10
2.3 Importance of Education 11
2.4 Theories of teacher’s performance 13
2.5 Teacher Self-Efficacy: Bandura’s Self-Efficacy Theory 13
2.6 Factors Affecting Teachers Performance 14
CHAPTER 3 18
RESEARCH METHODOLOGY AND PROCEDURE 18
3.1 Population 18
3.3 Tool Development 19

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3.4 Validation of Research Tools 19
3.5 Data Collection 20
3.6 Data Analysis 20
3.7 Research Ethics 20
3.8 Summary 21
CHAPTER 4 22
ANALYSIS AND INTERPRETATIONS OF DATA 22
4.1 Demographic Representation of Data 22
4.2 Analysis of Data collected from Elementary School Teachers 22
4.3 Factor Affecting teachers performance 31
CHAPTER 5 32
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 32
5.1 32
BIBLIOGRAPHY 38
APPENDIX 39
GIVE SOME SUGGESTIONS TO IMPROVE TEACHERS PERFORMANCE? 42
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ENLIST SOME FACTORS THAT AFFECTTEACHERS PERFORMANCE? 42
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An Analysis Of factors affecting Teachers Performance in Government girls low
income school at elementary level Rahim Yar Khan 1
CHAPTER 1
INTRODUCTION
1.1 Introduction
Employee’s satisfaction is important to build any organization
flourishing/productive. These people help to make a good or healthy environment
within the organization to achieve its goals and objectives. Educational organizations
are the place where teachers try to make bright future of their students in every field of
life by delivering all relevant information. A successful organization depends on the
contribution of their teachers skills, instructional strategies and method to evaluate the
performance of the student . so organization will make sure that their employees /
teachers are satisfied with their job to enhance their performance. (Yee 2018)
Porter and Lawler (1968) said that job satisfaction related into two groups
internal and external satisfactory factors. According to them Internal factors are
identified with work such as feeling of freedom, feeling of accomplishment, confidence,
feeling of control and other comparative feeling acquired from work), while outside
tasteful variables are not straightforwardly identified with the work itself and
incorporate factors, for example, great associations with partners and initiative, great
welfare and utilities, great school atmosphere, great work environment conditions and
solid contribution.(Anna Crisci, Enrica Sepe et al. 2018)
The Government of Pakistan is focused to improving quality of education and
quality of teacher education. The quality confirmation requires proficient benchmarks

of educator training and a powerful component of accreditation of instructor instruction
foundations and projects. These standards help teachers to improve their and students
performance , knowledge and skills. The main features of standards according to
Ministry of Education (2009b) are: Subject matter knowledge; Human growth and
development; Knowledge of Islamic ethical values/social life skills; Instructional
planning and strategies; Assessment; Learning environment; Effective communication
and proficient use of information communication technologies (ICTs); Continuous
professional development and code of conduct; and Teaching of English as
Second/Foreign language (ESL/EFL). (Ahmed 2012).
Teachers play an important role in students academic, personal and social life
development. Teaching is a good profession it generates lot of knowledge and make the
learning creative to their childs. Teachers are the ideals of their students and such type
of teachers creates a positive change in students attitude and moral development. In
such ways the performance of both student and teacher enhanced. Mohanty (2000) said
that teacher performance is the most crucial input in the field of education. Teachers are
a part of the solution, not part of the problem. There are different internal and external
factors that affect teacher performance. Increased duties and demands on time ,low pay,
low status and morale are key causes of poor performance and corrupt behavior in the
public sector, lack of support from staff members at all level ( whenever teachers do
anything right in respect of the organization our education faculty and policies are
punished them)students related problems affect the performance of teachers, self
confidence/ low morale among teachers is another important problem of teachers. Some
external factors that affect teachers performance are posting at distance from their
hometown, transport problems occurred,political instability. The other issue in Pakistan

is that the status and respect of teacher is low as compared to doctors, engineers, and
civil servants, whereas the teacher is one who make them at this position. Some other
factors that affect teachers performance are attitude of male and female officers ,
workload( teachers have other responsibilities instead of teaching such as record
keeping, papers work, census work etc) ineffective management information system,
overcrowded classes, inadequate teaching and learning material this may also affect
on his performance.(Nadeem, Rana et al. 2011)
This research focuses on the factors affecting teacher’s performance in
government low income scheme No 1 at elementary level RYK. . Keeping in analysis
the situation, it is desirable to study about the factors affecting on the teachers
Performance. To investigate the positive measures to minimize the factors that affects
the performance of teachers. So that the teacher’s performance could be improved and
it can only be possible when a calm and cool working environment will be provided to
them. This study helps to recommend the possible solutions and give some
recommendations to improve the teacher’s performance.
1.2 Statement of the Problem
“ The Analysis of factors affecting teacher’s performance in government girls low
income scheme at elementary level in district of Rahim-Yar-Khan.”

1.3. Research Objectives
Objectives of the study will be
● To evaluate / analyze the factors affecting teachers performance at elementary
level in government school of ryk.
● To recommend certain measures to improve the situation of teachers
performance.
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1.4 Research Questions
● What are the factors that affecting teachers performance at elementary level?
● What are the recommendations to improve the situation of teacher’s
performance?
1.5 Significance of the study
This study is significant with respect to the following reasons;
● This study will be helpful for researcher to gain new insight about the effect of
Teachers Performance.
● The findings are significant not only to students but also to teachers as they
provide an empirical data on importance of education it based upon teacher to
which their future judgments and decisions has been taken.
● This study will be helpful for teachers and students of elementary school level.

● This study will be helpful for researcher to look at the gaps and current issues
about teachers performance.
● The findings of this study will be useful to to improve the performance of
teachers in the coming future.
● This study will be beneficial for future researchers.
1.6 Purpose of the study
The purpose of this study is to evaluate the factors that affecting teachers
performance at elementary level. In addition, it intends to analyze the opinion
and feelings of elementary school teachers. It will also investigate how to deal
with the certain factors which affect the performance of teacher . The study is
limited to district Rahim Yar Khan only.
1.7 Delimitations of the study
Due to the lack of time and resources, this study will be delimited to;
Due to the lack of time and resources, this study will be delimited to;
● Government low income school at elementary level .
● Rahim Yar Khan District only.
1.8 Research Methodology
The research will be descriptive in nature and following procedure will be
adopted for the proposed study.
1.8.1 Population

Population of the study will be;
● Govt. low income School Teachers of Rahim Yar Khan District.
1.8.2 Sampling Technique
Simple random sampling technique will be used to collect data.
1.8.3 Sample
Sample of the study will be;
Twenty (20) elementary level teachers from Govt. low income school Rahim Yar Khan
will be selected.
1.8.4 Research Tool / Instrument
Questionnaire will be designed as a research tool. Likert type Questionnaire for
secondary school students will be used. This study will be descriptive and
quantitative in nature.
1.8.5 Pilot Study
The research tool will be pilot tested to check the validity and reliability before
delivering to the respondents. The research tool will be refined and modified in
light of respondents’ feedback.
1.8.6 Data Collection
The data will be collected from the selected elementary schools in district Rahim Yar
Khan. The researcher will visit personally and involve some people to collect data.
1.8.7 Data Analysis

After data collection, it will be analyzed through using arithmetic’s operations
e.g. percentage etc.∑ = 𝑋 ÷ 𝑁 × 100
1.9 Operational Definitions
1.9.1 Teacher:
A person or thing that teaches something whose occupation is to instruct, help others to
acquire knowledge, help others to learn new things and build their strong future.
1.9.2 Secondary School:
A secondary school is both an organization that provides secondary
education and the building where this takes place.
1.9.3 Secondary School Teacher:
Secondary school teachers educate children between the ages of eleven and eighteen in
a national curriculum subject area.
1.9.4 Performance:
An activity that a person or group does to entertain an audience. The accomplishment
of given task measured against preset known standards’ of accuracy,
completeness, cost and speed.
1.10 Time Frame
After acceptance of the proposal, the following time frame will be adopted for
the further process:
Work Proposed to be done Time Period Required

Literature Review 15 Days
Designing of Research Instrument 05 Days
Data collection 15 Days
Data Analysis 01 Month
Report writing 25 Days
Total 03 Months
1.11 Research Ethics
The researcher will consider the following research ethics:
▪ Permission for the participants in written from the research
supervisor.
▪ Willingness of the members of the study before gathering the data.
▪ Participants’ identity and personal information confidential.
▪ The precision of results through peer reviews.
▪ Avoid unapproved replicating or control of the information

CHAPTER 2
REVIEW OF THE RELATED LITERATURE
2.1 Concept of Education & Teachers performance
Today the star of nations’ destiny and progress, commonly used word
‘Education’ is derived from different Latin words ;‘Educare’, Educere’ and ‘Educatum’
which means ‘to bring out or nourish, to lead out and act of teaching or training,
respectively (Parankimalil, 2012). According to Merriam-Webster’s Learner’s
Dictionary(2016) it it is the knowledge, skill and understanding that an individual gets
from school, college and university. It is a process of teaching someone and a field of
study which deals with the methods and problems of teaching also.
The Govt, of Pakistan (1970) says that the teacher is the pivot of any education system,
in fact teachers are the strength of a nation. Teachers continue to retain their influence
and it is difficult to bypass them and the process of teaching learning. Importance of
teachers is recognized throughout the world (Panda, 1998) good teachers are inessential
for the effective functioning of education system and for improving the quality of
learning process.

There are many factors that influence the teacher job performance such as aptitude,
attitude, subject mastery, teaching methodology, personal characteristics, the classroom
environment, general mental ability, personality, relations with students, preparation
and planning, effectiveness in presenting, subject matters, relations with other staff, self
improvement, relations with parents and community, poise, intellect, teaching
techniques, interaction with students, teaching competence demonstrated. Motivational
skills, fairness in grading and teacher’s attitude toward the students, these factors
described were selected by MacDonald, Swartz, Ferris, Jahangir and Riaz respectively.
There are many personal characteristics which a teacher should adopt to present a
confident role image in the classroom atmosphere and also develop a relaxed style of
communication in the classroom. Students respond well to teacher who smile readily
and demonstrate ease and assurance in interpersonal communication. Demonstration of
confidence on the part of a sender reflects sureness and authority and stimulates the
attention of receivers. On the other hand, nervousness, hesitation or lack of confidence
frequently creates unease or uncertainly in receivers. Admittedly, it is sometimes
difficult for teachers to project an image of confidence and adopt a relaxed style of
communication if the topic is difficult
2.2 Nature of Education & Teaching
Education is a continuous process which starts from birth and continuous
throughout life. So it is a lifelong process. It is a systematic process which brings
improvement in every walk of life and develops the society. It brings about
changes in behavior of human beings. All the educational activities have definite
purpose, so it is also purposive by nature. It gives directions and instructs people

to fulfill their desires for the improvement of their whole personality. It trains
human mind, behavior and skills.
It is education by which an individual learns how to adjust himself with
his parents, friends and neighbours also. So it helps in individual adjustment.
It brings development in all faculties of an individual. It brings physical,
moral, mental and economic development. It is a balanced development which
makes an individual a civilized personality of society.
Hence, Education is called life. Without education, life has no meaning.
Every aspect of life needs education for its overall development and progress
(Parankimalil, 2012). teaching is a process that facilitates learning. Teaching is the
specialized application of knowledge, skills and attributes designed to provide unique
service to meet the educational needs of the individual and of society. The choice of
learning activities whereby the goals of education are realized in the school is the
responsibility of the teaching profession.
In addition to providing students with learning opportunities to meet curriculum
outcomes, teaching emphasizes the development of values and guides students in their
social relationships. Teachers employ practices that develop positive self-concept in
students. Although the work of teachers typically takes place in a classroom setting, the
direct interaction between teacher and student is the single most important element in
teaching.

2.3 Importance of Education
Education is a process of learning which continues throughout life because
different events are happening which educate them. It creates the ability to make
right decisions and makes life fruitful. So the educated person has the ability to
bring about changes in this world.
Education makes peoples’ life better and makes them better citizens of
society. They know their values, culture, and history through it. It opens their minds
and expands their horizon and enables them to understand their duties as a citizen.
So it makes peoples responsible citizens. Education provides people a secure future
because it enhances peoples’ productivity by learning new skills. So people get
competitive jobs by education and acquire new heights in their lives and make
their future productive.
Education opens new vistas in life. It opens wide range of ideas and creates
ability to understand different point of view than uneducated people. It broadens
peoples’ mental setting and leads to the ultimate goal of every human in life
education creates awareness in human beings and inform them about their rights
and services. It gives right answers about life. It creates the power of decision
making and enables people to take right decisions and prevents from losses.
Education builds confidence , develops a positive outlook in humans And
allows them to believe in themselves because self-belief is the most important
trait of every society (Chidri:2012). Today, the importance of education is

undeniable and everything which is created is based on knowledge that is obtained
through education (Phuong, 2012).
2.4 Theories of teacher’s performance
Several studies have attempted to provide solid measurement techniques for teacher
self-efficacy. Tschannen-Moran et al. (1998) reviewed how the concept of teacher
self-efficacy was created and how it has evolved over time. A construct similar to
teacher self-efficacy was first introduced by the work of Rotter (1966) and labeled the
locus of control. It was defined as “extent to which teachers believe that they could
control the reinforcement of their actions, that is, whether the control reinforcement
lay within themselves or in the environment” (Tschannen-Moran et al., p. 202). The
locus of control is the perception of where one’s behavior stems (Rotter, 1966). There
are two distinct paths of locus of control: external and internal control. External
control is the belief that reward is due to luck, fate, chance or higher powers. Internal
control is the belief that behaviors and actions are a result of personal characteristics.
The RAND corporation researchers were the first to use locus of control to measure
teacher self-efficacy. It was found that teachers who identified themselves as highly
efficacious “believed they could control or strongly influence student achievement and
motivation” (p. 202). Those teachers possessing a low sense of teacher self-efficacy
believed environmental factors played a bigger role in outcomes than their actions.
These teachers believed that environmental factors or external factors such as

“conflict, violence, or substance abuse . . .” affected student’s learning more than their
own influence (Tschannen-Moran et al., 1998, p. 204).
2.5 Teacher Self-Efficacy: Bandura’s Self-Efficacy Theory
A second path of describing teacher self-efficacy originated from the work of Bandura
(1977) as a type of self-efficacy. Bandura (1997) stated self-efficacy is not the same
phenomena as the locus of control. “Beliefs about whether one can produce certain
outcomes (perceived self-efficacy) cannot . . . be considered the same as beliefs about
whether actions affect outcomes (locus of control)” (p. 20). Also, there is little or no
relationship between self-efficacy and the locus of control. Finally, self-efficacy is a
“uniformly good predictor of . . . behavior” and locus of control is a “generally weak
or inconsistent predictor of the same behaviors” (p. 20). Zimmerman (2000)
reinforced selfefficacy and locus of control are associated, but are not the same by
stating that “locus of control scales are neither task nor domain specific in their item
content but rather refer to general beliefs about the internality or externality of
causality” (p. 85). TschannenMoran et al. (1998) stated, “the existence of these two
separate but intertwined conceptual strands has contributed to the lack of clarity about
the nature of teacher selfefficacy” (p. 203). (Blackburn 2007)
2.6 Factors Affecting Teachers Performance
Backbone for progress and prosperity of any country is Education. All types of
progress depends upon it(Ahmad et al,2013). The position of any nation of world is
determined by its standards of educational system. Education is not only acquiring
knowledge but also improvement in personality and character(Kazmi,2013).

Secondary Education is a mile stone for all types of developments i.e. social,
economic and technological of any country. It provides vital input for human resource
development. Educational system of any country mostly depends upon secondary
education. At this stage the students show different fields of knowledge and prepare
themselves for advance study and learning (Doley, 2015). Secondary Education faces
different problems which are presented below.
● Teachers health problem. (Farooq,2009: Mohsin et al,2004)
● Difficulty in learning. (Ministry of Education,2003: chugh,2011)
● Hatred from studies (Govinda& Bandyopadhyay,2008)
● Psychological problems. (Gassama& Kritsonis,2006)
● Inability to handle heavy load of school work.
● Lack of communication between family and school. (Mohsin et al,2004)
● Low financing in education by government. (Nicaise, Tonguthai&Fripont,
2000).
2.6.1 Financial Problems
Financial problem is directly related to government. Government has taken less
interest in education because it spends about 2% of Gross Domestic Product (GDP).in
this way, education sector is facing lot of problems especially secondary education. The
performance of education sector is very poor due to lack of financial support from

government. Teachers are also facing different problems due to low salary and
motivation level of teachers is also affected badly. So the teaching learning process is
also affected badly in schools (Ahmad et al, 2013).
2.6.2 Political Interference
The educational system of Pakistan is mostly politicized. All departments
especially education department is under the domestic politics. This problem has badly
affected the teaching learning process at secondary schools. The head teachers and
teachers who do not take dictation from political persons receive bundles of trouble in
life. So they are unable to take interest in teaching learning process.
2.6.3 Lack of Professional Development
Continuous Professional Development is necessary in every sector especially in
education but there is a lack of continuous professional development at secondary level.
For teachers, it is the voice of time to acquire latest knowledge to improve their teaching
skills and personality. The teachers, who enhance their knowledge according to the
changing of time and the demand of society, perform in better way during teaching
learning process.
2.6.4 Infrastructure Facilities
Secondary schools face problems of infrastructure facilities i.e. lack of suitable
buildings, no facility of electricity, no facility of pure water, poor facility of furniture,
no facility of laboratory, library, computer lab, school hall or auditorium and proper
playground.
2.6.5 Health Care Facilities

No health care facilities are found in secondary schools. There is no facility of
health check-up for students. Government has taken no interest in this field. So there is
a need to improve education by providing health care facilities at school level.
2.6.6 School Management
Proper school management is necessary for quality of education. In most of
schools, schools head are failed to show their leadership. They are unable to to bring
changes in schools according to the needs of time. The school head has a role of
supervisor and manager but he/she unable to improve the competencies of staff.
2.6.7 Problems of Teachers
Teachers play an important role in teaching learning process. The quality of
education mainly depends upon teacher. At secondary level, there is a lack of competent
and caring teachers. There is also a lack of subject teachers at this level. But now the
situation is improving and government is trying to appoint teachers on merit.
2.6.8 Curriculum
Curriculum is the combination of curricular and co-curricular activities in a
school. A well balanced curriculum is necessary for quality of education.it should be
productive and useful for students. Present curriculum does not fulfill the demands of
students and society. If the curriculum is according to the needs of time, the students
will be able to face the challenges of modern era. The curriculum is mostly theory type
and very less time is given to practices.
2.6.9 Community Participation

Community participation in school activities is necessary for better use of
resources and good reputation of school. In secondary school, there is a lack of
community participation at school level. There is lack of interaction among parents,
experienced persons of society and school.
2.6.10 Guiding and Counseling
In secondary schools, educational guidance and counseling is necessary for
students but there is a lack of this facility at schools. Mostly secondary school teachers
have poor knowledge in this regard and they are unable to solve students’ problems i.e.
personal problems, educational problems and vocational problems. Government also
takes no interest in this matter.
CHAPTER 3
RESEARCH METHODOLOGY AND PROCEDURE
This chapter comprises the methodology of the proposed study. The research
was aimed to Analyze the factors affecting teachers performance at elementary level in
Government Girls low income school district Rahim Yar Khan. The major focus was
to find out factors affecting teacher’s performance at elementary level. It was the basic
thing to recommend reasonable measures to control the dropout rate at this level. The
sources of data were secondary school teachers.To find out the factors affecting teachers
performance at elementary level, the data were collected from government low income
school at elementary school teachers through questionnaire .

3.1 Population
The population of proposed study consists of elementary school teachers of Government
low income in district Rahim-Yar-Khan. The total number of teachers was 16
3.2 Sampling and Sample
Simple random sampling technique was adopted for the selection of the sample
of the proposed study.we selected twenty teachers from Government school at
elementary level in R-Y-k .So the data were collected from the respondents of the
selected school.
3.2.1 Sample of Secondary School Teachers (SSTs)
The teachers were selected randomly from selected schools of district
Rahim Yar Khan. These teachers were teaching at secondary level. The sample of
secondary school teachers consist of 16 respondents.
3.3 Tool Development
The review of literature is the base of tool development. Questionnaire is an
important tool which is the most efficient mean for quick data collection. The data were
collected from Government low income school teachers at elementary level through a
questionnaire. Likert scale was used in questionnaire. Both close-ended and open-ended
questions were designed for the collection of quantitative and qualitative data
respectively. The tools used for the purpose of collecting data are as under:
Table 3.5: List of Tools, Purposes and Respondents in the study
Sr. No Tools Purpose Respondents Appendix

1 Questionnaire Collection of data
for factors of
dropout
Secondary School
Teachers
A
3.4 Validation of Research Tools
Reliability of tools was determined through frequency as a percentage that give
by the respondents through questionnaire. The researcher personally visited the selected
schools and distributed the questionnaire among the selected sample. The
questionnaires were taken back after filling on the spot. The rate of return was 100%.
3.5 Data Collection
The data were collected from elementary school teachers Female through a
questionnaire. The researcher visited selected schools personally and obtained data
through questionnaire.. The researcher started analysis of data when the responses were
received from the respondents.
3.6 Data Analysis
To analyze the data statistical methods were used i.e. percentage etc. The results
of the study highlighted the factors affecting teachers performance and on the basis of
these results we analyzed to give some suggestions to improve the performance of
teachers at elementary level.
3.7 Research Ethics
The researcher followed the research ethics in the whole proposed study. In this
connection, special care was taken to maintain the anonymity of respondents. The
willingness of respondents was taken before the research and prior permission from
heads of schools, secondary school teachers, dropouts, their parents and teachers was

taken before this study. The researcher made it possible not to impose his personal views
while collecting questionnaires and interviewing the respondents in this study.
3.8 Summary
In this chapter, the researcher described the research methodology in detail i.e.
population, sampling and sample size, tool development, validation of research tool,
procedure of data collection and data analysis. Research ethics were also presented in
this chapter. In the next chapter. Analysis and interpretation of data (quantitative and
qualitative) will be presented.

CHAPTER 4
ANALYSIS AND INTERPRETATIONS OF DATA
analyse the factors affecting teachers performance at elementary level in
government girls low income district Rahim Yar Khan and to recommend certain
measures to improve the Performance This study was descriptive in nature. Likert type
questionnaire were used for data collection. The data were collected from elementary
school teachers through questionnaire with both close-ended and open-ended questions
Tool development for collecting of data and sampling procedure were discussed in
chapter III. This chapter deals with data analysis and its interpretation through using
relevant statistical formulas. The detailed analysis of data is presented below.
4.1 Demographic Representation of Data
Table 4.1: Detail of Respondents (Data collection through Questionnaire)
Sr.
No
Tehsil Elementary School Teachers Total
Frequency (f Percentage (%)
2 Rahim Yar Khan (RYK ) 20 20 20
Total 20 20 20
Table 4.1 represents that the total number of elementary School Teachers was
20 with percentage of 20. Hence, the frequency of teachers was 20 with 100 %.
4.2 Analysis of Data collected from Elementary School Teachers
The data were collected from secondary school teachers through questionnaire
which contained 20 questions (Appendix A). Analysis of opinions and suggestions of
Elementary school teachers is presented below.
Table No: 4.2.1

Harsh attitude of the parents effect performance.
Scale SA A UND DA SDA
F 2 5 4 5 0
% 13% 32% 25% 32% 0
Analysis:
32% teachers were strongly agreed that the harsh attitude of teachers , parents effect
their performance, whereas 32% were agreed, 13% teachers were undecided,32%
Teachers were disagreed and 0% teachers were strongly disagreed with the statement.
Table No: 4.2.3
Lack of proper physical facilities affect performance.
F 8 8 0 0 0
% 50% 50% 0% 0% 0%
Analysis:
50% teachers were strongly agreed that Lack of proper physical facilities is the cause
of bad performance, whereas 50% were agreed, 0% teachers were undecided, 0%
Teachers were disagreed and 0% teacherswere strongly disagreedwith the statement.
Table No: 4.2.4

Lack of proper physical facilities is the cause of poor performance.
F 3 8 5 0 0
% 19% 50% 32% 0% 0%
Analysis:
19 % teachers were strongly agreed that Lack of proper physical facilities is
the cause of poor performance ,whereas 50% were agreed ,32% teachers were
undecided, 0% Teachers were disagreed and 0% teachers were strongly disagreed with
the statement.
Table No: 4.2.5
Posting of teachers far away from their home is the cause of bad performance.
F 4 11 3 0 0
% 25% 69% 19% 0% 0%
Analysis:
25 % teachers were strongly agreed that the Posting of teachers far away from their
home is the cause ofbad performance.whereas 69% were agreed, 19% teachers were
the statement.

Table No: 4.2.6
Non-availability of proper transport affect performance.
F 4 8 4 0 0
% 25% 50% 25% 0% 0%
Analysis:
25% teachers were strongly agreed that the Non-availability of proper transport is the
affect performance of teachers, whereas 50% were agreed,25% teachers were
the statement.
Table No: 4.2.7
Parents negative attitude towards education is affect performance.
F 8 4 0 1 3
% 50% 25% 0% 6% 19%
Analysis:

50% teachers were strongly agreed that the Parents negative attitude towards education
is the cause poor performance, whereas 25% were agreed, 0% teachers were undecided,
6% Teachers were disagreed and 19% teachers were strongly disagreed with the
statement.
Table No: 4.2.8
Parents low socio-economic status is affect performance.
F 5 9 2 0 0
% 32% 56% 13% 0% 0%
Analysis:
32% teachers were strongly agreed that the parents low socio-economic status is affect
performance, whereas 56% were agreed, 13% teachers were undecided, 0% Teachers
were disagreed and 0% teachers were strongly disagreed with the statement.
Table No: 4.2.9
Difficulties in understanding the content is the cause of poor performance.
F 8 5 3 0 0
% 50% 32% 19% 0% 0%
Analysis:

50% teachers were strongly agreed that Difficulties in understanding the content is the
affect performance of teachers whereas 32% were agreed, 19% teachers were
the statement
Table No: 4.2.10
Harassment of female teachers affect performance
F 3 5 2 3 3
% 50% 50% 0% 0% 0%
Analysis:
50 % teachers were strongly agreed that the Harassment of female teachers affect
performance whereas 50% were agreed ,0% teachers were undecided, 0% Teachers
Table No: 4.2.11
financial issues effect the performance of teacher
F 3 3 3 3 4
% 25% 25% 10% 0% 0%
Analysis:

25% teachers were strongly agreed that the financial issues effect the performance of
teacher, whereas 25% were agreed, 0% teachers were undecided, 0% Teachers were
disagreed and 0% teachers were strongly disagreed with the statement.
Table No:4.2.12
financial issues effect the performance of teacher.
F 4 4 5 2 1
% 25% 25% 32% 13% 6%
Analysis:
25% teachers were strongly agreed that the financial issues effect the performance of
teacher, whereas 25% were agreed, 32% teachers were undecided, 13% Teachers were
disagreed and 6% teachers were strongly disagreed with the statement.
Table No: 4.2.13
Non-availability of staff is the effect performance.
F 6 6 1 3 1
% 38% 38% 6% 19% 6%
Analysis:
38% teachers were strongly agreed that the Non-availability of staffaffacet teachers

performance, whereas 38% were agreed, 6% teachers were undecided, 19% Teachers
Table No: 4.2.14
Subject matter knowledge affect teachers performance.
F 7 4 2 1 0
% 44% 25% 13% 6% 0 %
Analysis:
44% teachers were strongly agreed that Subject matter knowledge affect teachers
performance whereas 25% were agreed, 6% teachers were undecided, 13% Teachers
Table No: 4.2.15
Cooperation of AEO’s affect the performance.
F 6 3 3 0 4
% 38% 19% 19% 0% 25 %
Analysis:

38% teachers were strongly agreed that the Cooperation of AEO’s affect the
Table No: 4.2.16
Change of medium of instruction effect performance.
F 10 2 1 3 0
% 63% 13% 6% 19% 0 %
Analysis:
63% teachers were strongly agreed that the Change of medium of instructioneffect
were disagreedand 0% teachers were strongly disagreed with the statement.

4.3 Factor Affecting teachers performance
4.3.1 Personal Factors
Table 4.53: Personal Factors
Sr
No
Statement SDA DA A SA
F % F % F % F %
1 Health problems 4 1 24 6 171 43 197 49
2 Difficulty in learning 5 1 17 4 178 45 196 49
3 Hatred from studies 16 4 29 7 229 57 115 29
4 Psychological
problems
6 2 18 4 174 43 198 50
5 Physical deficiencies 11 3 16 4 215 54 150 37
6 Inability to handle
heavy load of school
work
10 2 43 11 241 60 91 23
7 Mental dullness 12 3 21 5 156 39 190 48
8 Overage 31 8 135 34 166 41 54 14
9 Low moral status 29 7 89 22 203 51 66 17
10 Low salary pakage 34 8 93 23 187 47 63 16
Total 179 4 556 12 2267 47 1640 34
Table4.53 represents the factor wise analysis of personal factors regarding
dropout. It showed that 47% of the respondents agreed, 34% of the respondents strongly
agreed that personal factors are the main causes of dropout while 12% of the
respondents disagreed and 4% of the respondents strongly disagreed. The factor wise
analysis of personal factors showed that major causes of dropout in personal factors
were difficulty in learning (94%), psychological problems (93%), health problems
(92%), grade retention/class repetition (91%) and physical deficiencies (91%).
Collectively 81% (47%+34%) of the respondents agreed that personal factors were the
main causes of dropout. As a whole, majority of the respondents were agreed with the
statements that showed inclination towards agree side about dropout (Table: 4.53)

CHAPTER 5
SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
5.1 Summary
This study was investigating the analysis of the factors affecting teachers performance
at elementary level in district Rahim Yar Khan. The following objectives of the study
were: To evaluate / analyze the factors affecting teachers performance at elementary
level in government school of R-Y-K , To recommend certain measures to improve the
situation of teachers performance
The research was descriptive in nature. Population of the study was twenty teachers
from Government low income scheme #1 at elementary level of Rahim-Yar-Khan . The
random sampling technique was used to collect data. Questionnaire and interview was
designed as a research tool. Likert type Questionnaire for elementary school teachers
was used. This study was descriptive and quantitative in nature. After designing
research tools, these were distributed among teachers and other researchers for
feedback. In light of the feedback, research tools were modified and redesigned. The
data was collected from the selected secondary schools in district Rahim Yar Khan. The
researcher visited personally and involved some people to collect data. After data
collection, it was analyzed through using Descriptive and Inferential statistics. The
detail of findings, conclusions and recommendation will be presented as follows:
1) 45% teachers were agreed that harsh attitude of teachers was the cause of
students dropout.
2) 50% teachers were agreed that the lack of proper physical facilities is the
cause of students dropout.
3) 69% teachers were agreed that the strict discipline in the school is

the cause of student’s dropout.
4) 69% teachers were agreed that the school situated far away is the cause of
students dropout.
5) 50% teachers were agreed that non-availability of proper transport is a cause
of students dropout.
6) 50% teachers were agreed that parents negative attitude towards education is
the cause of students dropout.
7) 56% teachers were agreed that the low socio – economic status is the cause
of students dropout.
8) 50% teachers were agreed that the difficulties in understanding the content is
9) 32% teachers were agreed that the failure of students at elementary level is
10) 25% teachers were agreed that the step parents force their children to leave
the School
11) 50% teachers were agreed that the parents conflicts are the cause of students
dropout.
12) 38% teachers were agreed that the non-availability of staff is the cause of
students dropout.
13) 44% teachers were agreed that the lack of motivation is the cause of students

dropout.
14) 38% teachers were agreed that the faulty social norms are the cause of
Student’s dropout.
15) 63% teachers were agreed that the change of medium of instruction from
Urdu to English is the cause of students dropout.
5.2 Conclusions from teachers:
1) Majority of teachers were agreed that the harsh attitude of teachers is
2) Majority of teachers were agreed that the lack of proper physical
facilities is a cause of students dropout.
3) Majority of teachers were agreed that the strict discipline in the
school is the cause of students dropout.
4) Majority of teachers were agreed that the school situated far away
is the cause of students dropout.
5) Majority of teachers were agreed that non-availability of proper
transport is a cause of students dropout.
6) Majority of teachers wereagreed that parents negative attitude
towardseducation isthe cause of students dropout.
7) Majority of teachers were agreed that the low socio – economic status
is the cause of students dropout.
8) Majority ofteachers were agreedthat the difficulties inunderstanding the
content is the cause of student’s dropout.
9) Majority of teachers were agreed that the failure of students at
elementary level is the cause of students dropout.
10) Majority of teachers were agreed that the step parents force their
children to leave the School.
11) Majority of teachers were agreed that the parents conflicts are the
12) Majority of teachers were agreed that the non-availability of staff is

13) Majority of teachers were agreed that the lack of motivation is the
14) Majority of teachers were agreed that the faulty social norms are the
15) Majority of teachers were agreed that the change of medium of
instruction from Urdu to English is the cause of students dropout. In the
light of above the hypothesis:
● That the low socio-economic status of parents is the cause of
students
Dropout is accepted.
● The harsh and hostile attitude is the cause of students dropout is
accepted.
● Fear of unemployment is the cause of students dropout is accepted.
● Bad company is also the cause of students dropout is the cause of
students
● Dropout is accepted.
5.3 Recommendations:
1) The government should establish the schools near the students living.
2) The government should provide free education
3) The government should make policies especially focus on the increasing
the literacy rate.
4) Teachers should know the causes of students dropout and should try
to facilitate the student
5) Teachers must maintain the contact with parents, to know the students
problems.
6) Government should attract the students to school by providing them
Proper facilities
7) Teacher and parents should guide the student in choosing subject and
in different educational matters.
8) Parents must motivate the children for education and give attention to
their problems related to education.
In this study, in the light of findings and conclusions certain measures and
recommendations are presented to control dropout and to bring improvement in the
current situation.
1. The government should take keen interest to take measures about the health of
new generation, especially the school students. Special food and nutrition
program should be launched for school students. There is also a need of MBBS

doctor and lady doctor in a boys school and girls school respectively, where
strength of students is more than one thousand to check health problems of
students. In the initial stage, there should be visits of doctors on monthly basis
in schools.
2. The government should appoint psychologists at cluster level to solve
psychological problems of students and teachers .
3. The government should provide scholarships to students to solve their economic
problems.
4. Teachers should assign proper homework to students instead of heavy load of
homework.
5. School should provide quality education to students so that students feel
comfortable.
6. The teachers and students both should work hard to improve the educational
standards so that their results would be better in future and there would be no
class repetition.
7. The government should try to reduce poverty. Special programs for the
reduction of poverty should be launched.
8. The government should try to provide awareness to parents towards education
so that they can take The curriculum should be designed according to the actual
needs of the society.
9. The government should start adult literacy programs to increase literacy. If the
parents are literate , they will provide education to their children.
10. There is a need to fill the gap parents and teachers. Parents teachers meetings
should be arranged quarterly to know about the students’ achievement and their
problems.

11. The government should try to control child labour.
12. The parents should show polite and good behavior to their children.
13. There is no space for distractions (cinema, clubs etc.) near the school. The
government should take action against them.
14. Early marriages should be discouraged.
15. The government should try to increase financing on education so that teachers
and students so that both engage their attention towards teaching learning
process.
16. There should be no corporal punishment at school.
17. The government and school administration should provide all educational
facilities at school.
18. There should be no large sized class at secondary level. The class sized should
be at maximum 30.
19. The teachers should try to provide the best education so that the students can
feel satisfaction.
20. The government should try to bring necessary changes according to the needs
of children and society in curricula.
21. The government should set up mills, factories and industries to overcome
unemployment problem.
22. Useful co-curricular activities should be started in schools to engage the students
and enhance their abilities of personality.

BIBLIOGRAPHY
Ahmad, Iqbal.,Shafiq Ur Rehman., Ali, Shawkat., Iqbal, Sajid., …
&BadshahRaham.(2013). Problems of Government Secondary School System
in Pakistan: Critical Analysis of Literature and Finding a Way Forward.
International Journal of Academic Research in Business and Social Sciences,
February 2013, vol.3, No. 2 ISSN: 2222-6990
Ahmad, M. (2006).Ilmi Comprehensive Dictionary of Education. (Isted).
IlmiKutabKhana, Lahore.
Akram, Javaid, Muhammad.(2010). Factors Affecting the Performance of Teachers at
Higher Secondary Level in Punjab.(Unpublished Thesis PhD), PirMehr Ali
Shah Arid Agriculture University, Rawalpindi.
Ahmed, M.-E.-R. (2012). "Factors Affecting Initial Teacher Education in
Pakistan: Historical Analysis of Policy Network " International Journal of
Humanities and Social Science Vol. 2 No. 13; July 2012
Anna Crisci, Enrica Sepe, et al. (2018). "What influences teachers’ job
satisfaction and how to improve, develop and reorganize the school activities
associated with them " Springer Science+Business Media B.V., part of Springer
Nature 2018.
Nadeem, M., M. S. Rana, et al. (2011). "Teacher’s Competencies and Factors
Affecting the Performance of Female Teachers in Bahawalpur (Southern
Punjab) Pakistan. ." International Journal of Business and Social Science Vol.
2 No. 19 ([Special Issue - October 2011] ).
Yee, L. C. (2018). "An Analysis on the Relationship between Job Satisfaction
and Work Performance among Academic Staff in Malaysian Private
Universities " Journal of Arts & Social Sciences 1(2): 64-73.
www.businessdictionary.com/definition/performance.html
2014. Leena and Luna International, Oyama, Japan. ISSN:2186-8484,
www.ajssh.leena-luna.co.jp
Ahmed, M., D. I. Hussain, et al. (2012). "A STUDY OF THE FACTORS AFFECTING
THE PROFESSIONAL PERFORMANCE OF TEACHERS AT HIGHER EDUCATION
LEVEL IN KHYBER PAKHTUNKHWA " Academic Research International Vol. 2,
No. 2, .
Blackburn, J. J. (2007). "AN ASSESSMENT OF TEACHER SELFEFFICACY AND JOB
SATISFACTION OF EARLY CAREER KENTUCKY AGRICULTURE TEACHERS "
University of Kentucky UKnowledge.

APPENDIX
Questionnaire for Elementary School Teachers
Name (optional)…………………………. School Name.........................................
Tehsil………………………………….....
District…………………………………...
Academic Qualification: BA/ BSc/MA/ MSc
Professional Qualification: B Ed/ BS.Ed/ M.Ed/ MS.Ed./Others (Write Name)
Professional Experience: 01-05Years, 06-10Years, 11-20Years, 21-30Years, Others
Age: 21-30Years, 31-40Years, 41-50Years, 51-60Years
Gender: Male / Female
Area: Urban / Rural
Responses: A: Agree, SA: Strongly Agree, UD: Undecided, DA: Disagree, SDA:
Strongly Disagree.

Sr
No
STATEMENT A SA UD DA SDA
01
Psychological problems effect your
performance
02
financial issues effect the performance
of teacher
03
Inability to handle heavy load of
school work effect teachers
performance
04
Overage effect the performance of
teacher.
5
Family crises /domestic conflicts
effect performance
6
Lack of communication between
parents and school members effect
your performance.
7
Subject matter knowledge affect
teachers performance
8
Cooperation of AEO’s affect the
performance
9
Strict behavior of members in
organization affect performance.
10
Job satisfaction of teacer effect
performance
11 Low pakage/salary affect performance
12
Students related problem affect
performance
13
Posting at distance from hometown
affect performance
14
Involvement in criminal activities
affect performance.

15
Harassment of female teachers affect
their performance
16
Low financing in education by
government causes affect performance
17
Corporal punishment effect
performance
18
Large distance between home and
school causes dropout.
19
Lack of facilities in school may affect
your performance.
20
Large size class/ Overcrowded class
affect performance.
21
Dissatisfaction with teachers affect
performance.
22
Inappropriate curricula affect
performance.
23
Change of medium of instruction from
Urdu to English is effect performance
24
Frequent absences of teachers affect
performance
25
Insufficient number of teachers affect
performance
26
Non availability of proper transport
effect performance
27
Doing extra work in school like
slashing, cleaning toilets, rooms and
collecting garbage affect performance
28
Low moral status of teachers effect
performance

29
Frequent teachers’ transfers effevt
performance
30
Discipline problems in schools effect
performance
Give some suggestions to improve teachers performance?
-----------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
-----------------------------
Enlist some factors that affectTeachers performance?
-----------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
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-----------------------------

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