Abstract:
The performance of teachers is crucial to students’ academic performance and success
in education. Poor performance of teachers is a global phenomenon that cannot be
ignored by various stakeholders in education. It is because of this that the study
sought to explore factors affecting the performance of teachers at Kofi Agyei Senior
High School in the Kwabre East Municipality in the Ashanti Region of Ghana from
the perspectives of the teachers. This study made use of a qualitative method of
research. Data were obtained from both primary and secondary sources. Oral
interview sessions provided the data used for the study. A simple random sampling
procedure was employed to select 12 participants for the study out of about 70
teachers in the school. The data in the form of recordings through interviews were
transcribed. The final output was presented in the form of texts and direct quotes from
respondents. The findings of the study revealed and concluded that inadequate
classroom blocks affect teachers’ job performance. Similarly, the small nature of the
school’s staff common room also affects their job performance it also revealed that
high workloads negatively affect teachers’ job performance. Finally, the study
revealed that the community's sense of ownership also promotes school-community
relationships and affects teachers' job performance. The study concluded that though
there are challenges, the working conditions of school facilities are satisfactory, and
support the work they do as teachers. It also concluded that large class sizes are
difficult to be controlled by teachers and affect teachers’ job performance. Finally, it
was concluded that the School-community relationship is very important to the work
of teachers. In line with the findings, the study recommended that provision for more
structures like classroom blocks should be provided to reduce class size and teachers’
workloads. Working conditions of teachers must be improved and finally, the Parent-
Teacher Association (PTA) should be strengthened since it increases the community's
sense of belongingness.
Description:
A dissertation in the Department of Educational Foundations,
Faculty of Educational Studies, submitted to the School of
Graduate Studies, in partial fulfillment
of the requirements for the award of the degree of
Post Graduate Diploma
(Education)
in the University of Education, Winneba
2022