ACRONYMS AND ABBREVIATIONS

MoE Ministry of Education

SBCPD School Based Continuous Professional Development

TDP Teacher Development Program

UNESCO United Nations Educational, Scientific and Cultural Organization

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CHAPTER ONE
1. INTRODUCTION
This chapter deals with the background of the study, statement of the problem, objective of the
study, significance of the study, delimitation of the study, limitation of the study, operational
definition of key terms and organization of the study.

1.1 Background of the Study

Education is one of the fundamental factors in the development of a nation. High or low quality of
education is not only caused by the educational process, but can also be influenced by the low
performance of teachers as educators. Performance is the result of work behaviour that has been
achieved in order to complete the tasks and responsibilities that have been given within a certain
period of time. From ancient times, scientists and governments have considered teachers as a
major asset in educating students. Because in the world of education, the relationship between
students and teachers becomes an important factor in learning and teaching activities, both in
gaining knowledge and in developing the personality of students . Therefore, the government of
Eswatini have made teachers reform a goal in the context of improving education in the country.

In a study that was done in India on factors affecting teacher’s performance, it was revealed that
the Principal's leadership variables, organizational culture, and teacher competence have a total
influence on teacher performance of 68.12%, thus the influence of the three independent
variables on teacher performance gives a very significant effect. The effect of other variables that
affect teacher performance, but not examined, the effect was 31.88%. The variables are: teacher
motivation, infrastructure, communication, cooperation, and others. This meant that a teacher’s
performance will depend on the leadership ability of the Principal in the particular school. If you
want to improve a teacher’s performance, then optimize the existence of these three variables,
the Principal's leadership, organizational culture and teacher competence.

In a study that was made at Eswatini on “Strategies for Improving Teachers’ Performances in
Eswatini High Schools: Views from Teachers and Head Teachers” it was found that one of the thing
that affect the performance of teachers is the lack of motivation. Some schools made an attempt
to motivate their teachers using intrinsic rewards, most of the respondents indicated that the

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government focused on salaries as a major reward. The respondents further highlighted that the
salary they were receiving was too little to cater for their day to day expenses considering the
ballooning inflation rate. Deci (2006:151) observed that when money is used as an external reward
for some activity such as performance, the teacher’s performance in this case, the teachers are
likely to lose intrinsic motivation for teaching. This is also supported by Kadzamira (2006:34) who
found that, teacher’s pay is not adequate and does not even meet the teachers’ basic needs, such
as; food, housing, clothing and transport, this pecuniary incentives are important in enhancing a
teacher’s motivation.

As a matter of improving the quality of rewarding teachers, there is need for the government and
schools to provide both intrinsic and extrinsic rewards because different teachers have different
expectations, values and beliefs. This is supported by Herzeberg’s “two factor motivation theory”
which argues that some employees are maintenance- seekers while others are motivator –
seekers. Odden (2000:151) stressed that teachers who are not motivated by monetary rewards
can be encouraged to perform better by way of using intrinsic rewards. These rewards can range
from satisfaction from high student academic achievement, recognition, sense of responsibility,
learning new skills and personal growth.

1.2. Statement of the Problem

Teacher’s performance has been identified as a significant key for quality education and superior
productivity which is attributed to so many factors and the academic output seen to our public
schools students’ is not encouraging. IT is very much clear that the public schools failure rate is
high and that what motivates this study, therefore, the research is to investigate the factors
affecting teacher’s performance in Eswatini.

1.3. Research Questions

The study sought to answer the following questions:

1. How the teachers performance be described in terms of the following factors:

 Personal factors;
 Working environment
 Organizational culture;

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  Social and emotional; and,
 Leadership styles?

2. Are the factors in teaching performance exert a significant impact on teachers' performance?

1.4. Objective of the Study

Main objectives of the study is to measure and summarize the perceptions of teachers about the
factors that affect their performance, to compare teachers’ performance on each factor in light of
perceptions of the teachers, also to determine the rating of teachers themselves on each factor, to
discover the level of presence of each factor on teachers’ performance in light of perceptions of
the teachers and lastly to recommend improvement of the existing situation.

1.5. Significance of the Study

The Significance of the Study describes what contribution the study will make to the broad
literature or set of broad educational problems upon completion.

Therefore the study will have the following Significances:

 To generates information on the factors that affect teachers' performance in

Eswatini.
 To provides information for concerned bodies about the factors that affect
teachers’ job performance. And
 The study might serve as a spring board for other researchers who are interested to
conduct further studies in related cases.

Delimitation of the Study

There are multiple factors that affect the performance of teachers. These may include attitude,
subject mastery, teaching methodology, personal characteristics, managerial approach,
motivation, relation with community, student behaviour and etc. The content of the study will also
be confined to the current practice and problems of teacher performance.

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1.9. Organization of the Study

This research is designed to contain five chapters. The first chapter deals with the background of
the study, objective of the study, statement of the problem, significance of the study, research
questions, delimitation of the study, limitation of the study, operational definition of key terms
and organization of the Study. Chapter two presents the review of related literature. Chapter three
will deal with research design and methodology, chapter four will be about data analysis and
presentation. Finally, the last chapter will consists of the summary, recommendations and
conclusions.

CHAPTER TWO
2. REVIEW OF LITERATURE
This chapter discusses the literature review of the study, the literature review provides the reader
with an explanation of the theoretical rationale of the problem being studied as well as what
research that has already been done and how the findings relate to the problem at hand. The
chapter also explains the concept of job performance, factors that affect teacher’s job
performance, research gaps and conceptualization, teachers performance evaluation, qualities of
an effective teachers and motivation of teachers,

2.1. The Concept of Job Performance

Performance is something, a single person does. Performance of the teachers in schools is highly
affected by motivation. Teachers when motivated their performance automatically reached
towards high level. In schools teacher’s performance can be mapped well through arranging
training programs, they will get motivated and their confidences will also increases. Motivation has
a direct and positive effect on job performance when we properly account for effort. Effort has a
positive effect on job performance. It is difficult to obtain support for the view that motivation has
a significant effect on job performance. Dessler, Griffin (2005) explored that the performance of a
teachers, is determined by three factors i.e. motivation, work environment and ability to do work.

Chandrasekar (2011) examined that the workplace environment impacts on teachers’ morale,
productivity and job performance both positively and negatively. If teachers do not like the

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working environment, they get de-motivated and their performance also affected. Poorly designed
work timings, unsuitable authorities or duties, lack of appreciation, and lack of personal decision
making opportunity. People working in such environment are not satisfied they feel stress on
themselves and it impacts on employee’s job performance. Performance of teachers in all
education system, the performance of teachers is one of the handfuls of factors determining
school effectiveness and learning outcomes. Mohanty (2014) explains that teacher performance is
the most crucial input in the field of education. Teachers are perhaps the most critical component
in the system of education.

2.2. Factors That Can Affect Teachers' Performance

There are different factors that affect teacher’s performance. Some of them are as follows;

2.2.1 Working environment

Working conditions affect teacher’s ability to provide quality education. Many aspects of school
life and educational policy go into teachers’ perceptions of their employment. The condition of
infrastructure, availability of textbooks and learning materials, heavy workload of teaching, lack of
office space to work in, and class sizes all influence the teachers' performance. The Eswatini
government has placed great importance on quality education and recognizes it as an essential
component for development needs of the society.

2.2.1.1. Social Emotional Environment

The social-emotional dimension of classroom experience has, for a long time, been referred to as
classroom climate. Educational researchers have long since determined that positive classroom
climates are more desirable than those that are negative. Positive climates are those in which
students feel they belong, where they are happy, extended and safe and where verbal and
physical harassment on gender, racial and other grounds are prevented and addressed. More
recently, the term classroom culture has been increasingly used to include the social emotional
dimension of learning and to acknowledge the shared beliefs, customs, attitudes and expectations
of teachers and students in a classroom. The aspects of classroom and student behaviour
management continue to be of major concern to teachers and so research should be relevant to

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individual needs. While a great deal of attention has been paid over the past decade to effective
teaching practices and classroom management (Arthur and Nancy, 2003).

According to Smith 2003, to develop positive relationships with the students in your class, the first
thing you need to do is to learn and use their names. Learning every student’s name as quickly as
possible and using them as much as possible initially demonstrates that you are committed to
getting to know everyone personally. Reflect for a moment on the number of ways you could
quickly get to know children’s names.

Internal factors such as teacher psychology should also be considered as their influence on teacher
performance (K. Lian 2011). Emotional intelligence and self-efficacy are said to be very significantly
related to teacher performance. A teacher with high emotional intelligence and social skills, tends
to have better classroom management skills (P. A. Jennings and M. T. Greenberg 2009). Self-
efficacy and job involvement are also highly correlated with worker performance (J Song 2016).
Teachers who have conscientiousness personality are also mentioned as influential and predictors
of their performance (K. C. Bastian 2013).

2.2.2 Leadership Styles

A school’s principal, as an educational leader, influences teachers and staffs for successful
operations of teaching and learning in the school. This implies that the schools Principals are the
most visible and directly accessible representatives of the school who highly influence the
performance of teachers. Thus, teachers' performance in the school system can positively or
negatively be affected by their principals' leadership style. (S. P. Robbin, 2015)

According to Jensen 2011, the success of a teacher's performance is certainly determined by the
level or intervention of school principals or leadership in schools which is certainly mediated by
variables such as self-efficacy, commitment, and job satisfaction. Leadership can be understood in
the school environment as a process of influencing teachers and students through teaching and
learning, conveying knowledge, skills, values, culture and ideas. The role given by schools through
empowerment and enhancing teacher quality programs can also affect the performance,
commitment, and behaviour of their membership in schools. In addition, the organizational

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climate and collaboration of various parties that support the continuity of teaching are important
factors in order to improve teacher performance.

In previous studies, leadership and organizational culture correlated positively and influenced
teacher performance. Hasan (2010) in his research also mentioned that work motivation, school
principal leadership, and organizational culture were predictors of teacher performance. In
addition, teacher performance and school principal leadership are positively correlated and
significantly influence teacher performance. Likewise, organizational culture and teacher
competence are positively correlated and affect teacher performance. In connection with the
description, the problem affecting performance is the implementation of the certification program,
and competence is influenced by the leadership of the school principal and organizational culture

Leadership style is the patterns of behaviours which a leader adopts to influence the behaviours of
his/her followers according to Adeyemi (2010).

2.2.3 Personal Factors

2.2.3.1 The Attitudes of Teachers’ Towards Their Profession

Attitudes are habitual ways of reacting to situations. The term “attitude” is generally reserved for
an opinion which represents a person’s overall inclination towards an object, idea or institution.
Attitudes can be positive, negative or neutral and also can be dormant and more generalized.
According to Shukla (2009) demonstrated a high positive relation between professional
commitment and job satisfaction but the relation between teaching competence and job
satisfaction came to be positively very low for most of the dimensions and for some of the
dimensions, negative relation is observed. Sylvester (2010) held that the factors like location of
institute, educational qualification and years of teaching experience by educators have impact on
their attitude towards teaching profession as well as level of job satisfaction. Attitude
measurement has very wide currency, particularly in social psychology the new curriculum
emphasizes that a curriculum should be based on the students' learning interests, life experience
and cognitive levels, and that it can promote more educational processes of participation,
communication and, enable specific learning targets to be followed. It can help the students
develop their integrated language skills. (Yiwem, 2004).

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2.2.3.2 Teachers' competency

Competency is defined as the potential or ability of a person in handling their jobs and producing
the best results. Competency is a criterion possessed by an individual who involves good
behaviour, knowledge and an attitude which is able to present excellent results. Competency is
derived from the word “competence” which means, to be suitable and can be defined as good and
complete assignment and responsibility (Siddiqui, 2007). It is the ability in executing duties which
are related to necessary activities.

According to Billkopt (2009) Internal and external factors affecting teachers performance also
influence the success of teachers in order to improve performance. Internally, the quality of a
teacher determines student achievement. The quality of a good teacher will certainly determine
how students get knowledge. A good competency of a power teacher goes linear with the
achievements of students. Teacher competence is a set of skills, knowledge, and behaviours that
must be possessed and mastered by teachers in carrying out their professional duties as teaching
staff. According to George and Jones (2004) understanding a teacher of technology also affects the
quality of teaching. The mastery of the integration of science and technology is determined by the
knowledge possessed by teachers and their openness to technology. This ability then becomes the
teacher's own competence to improve the quality and learning outcomes.

On a discussion by Anderson 1991, He says, “teacher’s experience is important for student

performance in primary and secondary school. If teachers are asked what might be done to
encourage them to work harder and to improve the quality of their work, as long experience the
teachers accommodate knowledge, skills and aptitudes on teaching learning process through your
life. Teachers differ in terms of the knowledge, skills, aptitudes, attitudes, and values they bring to
their classrooms. They also differ in their teaching experience”. The education of a teacher is based
firmly on a foundation of general education including mastery of subject matter and insight in the
interrelationships and professional preparation. General education contributes to growth as a
person, specialization provides scholarly knowledge of the subjects to be taught and integrated
with professional education leading to new understandings and skills for professional performance
Nayak and Rao (2002). Competent teachers apply broad, deep, and integrated sets of knowledge

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and skills as they plan for, implement, and revise instruction. Technology proficiency is one
dimension of teachers‟ competence (Siddiqui, 2004).

2.2.3.3 Teachers' Commitment to the Profession

According to Usha & Sasikumar (2007) revealed that teacher commitment is the best predictor of
job satisfaction among school teachers. Commitment is one of the major factors that influence
teachers’ work and student performance in schools. Teachers with high level of commitment work
hard demonstrate strong affiliation to their schools and show more desire to carry out the goals of
teaching than teachers show with low levels of commitment. Quality education cannot be
achieved without the efforts of dedicated and highly committed teachers. Committed teachers
must inculcate and nature value that would guide the subsequent use of the learning of both
knowledge and skills in the wider world outside the class room. Park (2005) forwarded two strong
reasons why teachers‟ commitment should be emphasized in the field of education:

First, commitment is an integral force coming from within teachers themselves who had needs for
greater responsibility, variety and challenge in their work as their level of participation in
education had grown.

Second, there will be external forces directing both reform and development in education and
seeking higher standards and greater accountability that will be dependent up on each teachers
combined efforts.

Shukla (2009) demonstrated a high positive relation between professional commitment and job
satisfaction but the relation between teaching competence and job satisfaction came to be
positively very low for most of the dimensions and for some of the dimensions, negative relation is
observed. There is no doubt that membership of the major professions implies a life commitment
to the task. In the case of teaching, no such a life commitment to the task of teaching is apparent
as in other professions. There are a number of factors that contribute to this state of affairs. One
of these factors is the general notion of teaching as a second Choice profession with many of the
teachers only committing themselves to it at a late stage when they know that they cannot change
their profession. Majority of the teachers at the initial stage of their teaching career did not expect

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to stay in teaching for more than a few years. They consider it as a stepping stone for other
occupations. This invariably affects their commitment to the profession.

2.2.3. Organizational Culture

The influence of organizational culture in schools can also be a variable that can affect teacher
performance in schools. Organizational culture is defined as a system that contains shared
meanings and values shared by all members of the organization that distinguishes the organization
from other organizations. Organizational conditions can affect the performance of teachers in
schools and that performance will improve if moderated by the acceptance or attachment of
teachers to schools owned. The higher the comfort of the teacher with the school can increase its
influence on their performance in the school. While the pressure experienced by a teacher in a
school that is sourced from various things and aspects will certainly reduce performance.

CHAPTER THREE
3. RESEARCH DESIGN AND METHODOLOGY
This chapter presents about the research design, sample and sampling techniques, instrument of
data collection, method of data analysis, and ethical considerations are briefly discussed below.

3.1. Research Design

To achieve the purpose of the research descriptive survey design will be used. It is considered as a
means to “produce statistics that is quantitative or numerical descriptions of some aspects of the
study population” (Singh, 2007). In addition to this by using descriptive research method it is easy
to use various forms of data as well as incorporating human experience which enabled the
researcher to look the study in so many various aspects and can provide wide overview about the
subject matter. Moreover, the following techniques and procedures will be used to collect and
analysed data.

Descriptive survey research design will employed to study the factor that affect teachers’
performance. This design helps together various kinds of data resources, to obtain information
about the current status of the phenomena and also to know the existing condition of factor that
affect teachers‟ job performance. (Best,2006) and (Cresswel ,2003), a descriptive survey study
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describes and interprets that is concerned with conditions or relationships that exists, opinions
that are held, process that are going on, effects that are evident or trends that are developing.
Thus, the use of descriptive method is found appropriate. The researcher used a descriptive survey
method with quantitative approach to collect, analyse and interpret different and compulsory data
to get in depth information about the current status of factors that affect teachers‟ job
performance in secondary schools of Yeka sub city.

3.4 Population

Polit and Hungler (1996) describe a population to mean the entire aggregation of cases that meet a
designated set of criteria. Thus, whatever the basic unit, the population always comprises the
entire aggregation of elements in which the research is interested. The population will consist of
50 teachers in Eswatini.

3.5 Sample Size and Sampling Techniques

From a total 10 of primary and High Schools in the regions of Eswatini, the primary and High
schools will be selected from each region based on simple random sampling in order to give equal
chances to all schools in the regions. A purposive sampling method was used to draw a qualitative
sample for the interviews. In purposeful random sampling, a random sample of a small group
normally emerges from a considerable larger target population. This enhances trustworthiness in
the evaluation by creating QUAL process-oriented outcomes to accompany the extensive QUAN-
oriented fact-finding that will take place (Teddlie & Yu, 2007). Using purposive random sampling
will enable recognising and enlarging the series of variation or dissimilarity, identical to the use of
quantitative procedures to outline the variable(s) (Palinkas, Horwitz, Green, Wisdom, Duan &
Hoagwood, 2015)..

3.5. Instrument of Data Collection

In this study, quantitative data collection tools will be used. This is because; using quantitative
gathering tool is enabled the researcher to express the data quantitatively. Instruments
questionnaire, interviews and document analysis will be to be used for the purpose of collecting
data for the study.

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3.5.1. Questionnaires

Questionnaire is one of the instruments which will be used in this study to collect data. One type
of questionnaire is prepared for principals, department-heads, and teachers on four factors as
attitude, subject mastery, teaching methodology and personal characteristics. The questionnaire
will be developed on the format of closed-ended method, which covered all the aspects of
principals, department-heads, and teachers related factors that affect the teachers' performance
in Eswatini. It is developed by teachers who have did researches before and have an experience
and it focus on the way that we bring quality of education,

3.5.2. Interviews Schedule

In addition to the questionnaire, structured interview questions will be used as instruments of data
collection, which is suitable for relatively small number subjects, in this case, supervisors will be
interviewed. On the basis of this notion, interview guide will be prepared beforehand to help the
researcher follow the predetermined questions. Thus, interview questions will be used to support,
enrich and cross cheek and supplement the responses gathered from participants through the
questionnaire. The interviews will be aimed at eliciting information on critical factors that affect
the teachers' performance.

The language that will be used to interview is English additionally they can explain in Siswati as
well. The issue of interview is about the factors that affect teacher’s performance and their
suggestion and about the solutions.

3.5.3 Document Analysis

In addition to questionnaire and interview, document analysis will be used to substantiate the
information gathered by the questionnaire and interview. Documents like, Minutes of meeting,
policy document, Job description records to see whether job delegated to subordinates, document
for selection of subordinates for workshop, training opportunity, promotion and rewards.

3.6. Procedures of Data Collection

In order to administer the questionnaire, the researcher will firstly contact the school principals of
the sample schools to create conducive environment for the successful accomplishment of the

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study. Next to this, school principals, and teachers, will be informed about the purpose of the
study in detail and then they will be given the required information about the questionnaires.
Following this, the respondents will be provided with a chance to ask questions about the issue
which is not clear for them. Then, the researcher will give a brief explanation about each point in
the discussion and will answer all the questions that will be raised.

An interview will also be conducted through disclosing the purpose of the study based on the
permission and willingness of respondents by the researcher. The data of the interview will be
collected in writing

3.7. Ethical consideration

The researcher will ensure that the confidentiality and anonymity of the participants is maintained
through the removal of any identified characteristics before widespread dissemination of
information. The researcher will make it clear that the participants name would not be used for
any other purpose, nor will be information shared that to bear their identity in any way.

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