CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the relevant literature and studies that the

researchers considered to strengthen the importance of the present study.

It examines the related literature and studies on the factors affecting the

effectiveness of teaching performance of elementary teachers in Parang

North District. The related literature for this research is derived from

various studies that support the present research.

The success of schools relies heavily on teachers. It is clear that

teachers are essential to the education system, and if they fail, it can

negatively affect students' overall performance (Amin 2013).

Teachers need to show commitment to their profession, as it leads

to improved performance and plays a significant role in the development

and advancement of the school (Sharma & Dhar, 2016)

Wangui, Omboi, and Irabo (2016) highlight that work-related stress

can affect teachers' performance, with factors related to the school,

teacher, and community contributing to this stress.

Essien, Akpan, and Obot (2016) discovered a positive relationship

between the frequency of teachers' attendance at training, seminars, and

workshops, and learners' performance. Furthermore, Durrani (2019)

revealed a constructive relationship between school management support,

compensation, rewards, and teachers' performance.

Constitution, the state is responsible for protecting and promoting the

rights of all citizens to quality education at all levels and ensuring

accessibility for all.

A comprehensive review of research on teachers' performance has

identified specific practices that characterize the most effective instructors,

providing guidelines for assessing their performance (Chester &

Commissioner, 2014).

(Smith & Katzenbach, 2015). The strength of any profession relies

on the level of expertise, efficiency, and excellent performance. In many

educational systems, observers face challenges in accurately assessing

teachers' performance and providing meaningful feedback and tools to

support their instructional improvement.

Factors in terms of Age

Teachers’ ability to impart knowledge significantly contributes to

students' school achievements (Alufohai & Ibhafidon, 2015). Studies have

shown that teachers’ variables such as age have a certain impact on

teacher effectiveness. Zafer and Aslihan (2012) found older teachers of

age 41 years old and above are more effective in teaching and good in

classroom management skills than younger teachers in elementary. This

view is supported by Aloka and Bojuwoye (2013) who found that younger

teachers often end up making more risky decisions, and do not analyze

the context carefully when dealing with students’ disciplinary problems due

to immaturity compared to the older teachers. The finding is not much

different from the later study of Nyagah and Gathumbi (2017) in their
cross-sectional survey in Kenya who found that older teachers were more

likely to increase students’ learning compared to their middle-aged and

younger teachers. On the other hand, Sivasakthi and Muthu Manickam

(2012) found that younger teachers aged 30 years old and below, mature

or middle-aged teachers between 30 to 40 years old, and older teachers

above 40 years old do not differ significantly in their teacher effectiveness

which indicates that age, regardless of young, mature or older teachers

does not make any difference to teacher effectiveness. In addition,

Alufohai and Ibhafidon (2015) Their findings also found that the younger

teachers between the ages of 21 and 34 years old were more effective,

and produced higher student scores than the older ones between the ages

of 49 years and above. In comparison to those who have only recently

started working, those with a longer work history will be more skilled Pome

and Feri (2018). But as they get older, their performance will deteriorate as

well. But according to Robbins & Judge (2014). For an individual, aging is

a normal occurrence. And according to Fitriantoro (2012). As people get

older, their abilities, endurance, and memorization will decrease as time

goes by. Without the equipment of self-development through training,

learning, and experiences, their quality will not improve.

Factors in terms of Marital Status

An influential demographic variable that might have a bearing on

teacher’s job performance is the marital status of the teachers. According

to Eyopoghi and Saner (2013) and Kibkebut (2013), marital status has a

continual commitment to the organization with the married group being

much happier in their job compared to other statuses. Eyopoghi (2013)

higher than those who are not married and that overall job satisfaction

levels varied for the different marital statuses. In contrast, Fitzmaurice

(2013) states that those who are single seem more satisfied than those

married and divorced. Tyagi's (2013) study found that unmarried teachers

perform better in the classroom than married teachers. Also, according to

Anyango, Ojera, and Ochieng (2013), marital status did not significantly

affect job satisfaction. Azim, Haque, and Chowdhury (2013) did not find

any significant difference between married and unmarried employees in

terms of job satisfaction. Amstad, Meier, Fasel, Elfering, and Semmer

(2011) conducted a secondary study on work-family conflict among

Caucasian Americans, the majority of whom were married. The study

discovered that work-family conflict had a significant impact on work-

related outcomes. Islahi and Nasreen (2013) discovered that the impact of

marital status on teacher performance differed significantly between

married and unmarried teachers. Nginah's (2012) study in Machakos,

Kenya found that marital status increases work-family conflict, with 75% of

married teachers experiencing higher work-family conflict than single,

divorced, or separated teachers. Azader (2012) also discovered that

married and single teachers have similar levels of personal achievement.

The outcomes of this study conflict fully with the research carried out by

Ofovwe, Ofili, Ojetu, and Okuson (2013). Their investigation indicated that

there is an association between marital discontent and job dissatisfaction.

According to Ariss and Timmins (2010), pioneering research on the

impact of educational background on work management concluded that

there is no meaningful correlation between work performance and

educational background. Conversely, other research revealed the

opposite. The findings of Ng and Feldman's (2015) investigation into the

impact of educational background on job performance indicated a

correlation between the two. This result is consistent with Kasika's (2015)

finding that job performance and educational background are positively

correlated. The results of the study indicated that performance increases

with education level. These results are in line with Beyhan's (2011) earlier

research on the effect of higher education on employment.

According to Clotfelter (2012), master's degree holders in education

were linked to poorer student accomplishment. But when it comes to

teaching mathematics, teachers with greater education and degrees

appear to have a good correlation with their pupils' math achievement

(Goe 2011). According to Phillips (2010), children's increases in reading

achievement were favorably correlated with graduate degrees in

elementary or early childhood teaching that focused on a particular

subject. According to Curry, Reeves, McIntyre, and Capps (2018), they

investigated the effects of higher-education degree-holding teachers on

academic attainment. Curry and colleagues discovered that pupils scored

much better than their peers when their teacher held a master's degree

rather than a bachelor's degree.

Similarly, the 2015 National Examination of Educational Progress (NAEP)

results confirm what has been demonstrated in every assessment since

outperform students taught by bachelor's degree teachers in both reading

and math on the NAEP. This data suggests that having a master's degree

is another resource teachers can utilize to help their students improve

their reading and math performance (National Center for Education

Statistics, 2015). Barnett (2020) recently investigated whether advanced-

degree instructors improved student progress in grades three through

eight on Mississippi's end-of-year state examinations. The findings found

that children taught by instructors with advanced degrees scored

significantly worse in English language arts and mathematics than those

taught by teachers without advanced degrees.

Factors in terms of Experience

In terms of experience, Kartini, Badariah, and Ahamad (2010)

found science teachers who had teaching experience of more than six

years were more knowledgeable compared to teachers who had fewer

years of teaching experience. Zafer and Aslihan (2012) discovered that

teachers with more years of teaching experience showed significantly

different attitudes toward classroom management they seem to be more in

control of their classrooms, have good interactions with students, and are

better at making decisions than teachers with less years of teaching

experience. For Fatma and Tugay (2015), teachers with a minimum of ten

years of teaching experience are more effective in teaching and have

good classroom management skills. Putman (2012) demonstrated that the

more years of teaching experience a teacher has, the higher the level of
their self-efficacies to engage students and manage the classrooms.

However, Mahfooz ul Haq and Mumtaz Akhtar (2013) and Maolosi (2013)

in their separate studies found years of teaching experience can affect

teacher effectiveness in engaging students and teaching strategies as

they can become less motivated due to many years in the service and

fatigue. However, other studies mentioned several variations that defined

the teachers’ abilities and effectiveness, leading to a different teaching

performance. At every stage of a teaching career, less experienced

teachers are not always ineffective, and vice versa (Kanto 2020; Kini and

Podolsky 2016; Nuraini 2019). The length of the working period will signify

different levels of experience among teachers. Experience is important

and reflects the teachers’ career (Burroughs, Gardner, and Lee 2019) and

determines the success of education According to (Rakib, Rombe, and

Yunus 2017). The longer a teacher has been working in the teaching

sector, the more experience the teacher has had, and someone with a

long working period is different from a new teacher another study

mentioned that the more teaching experiences, the more teaching

methods implemented during the learning process to boost an active and

pleasant interaction between teachers and students. Wiswall (2013) found

that students taught by teachers with more than 30 years of experience

tended to show higher test scores compared to those taught by teachers

with five years.

Factors in terms of Monthly Salary

Salary is another variable that is considered to impact on teacher’s

job performance. According to Komolafe (2010), most Nigerians believe

rewards. In other words, the belief is that the only factor that contributes to

teacher’s job satisfaction is the quality of teacher’s take-home pay. For

example, when suggesting how to improve the educational system, the

president of the Nigerian Union of Teachers (NUT) said “government must

develop a remuneration and reward system that will promote job

satisfaction.” Igbafe and Ogonor (2019) cited that monetary compensation

is a vital aspect of teacher's motivation. No one works for free. Employees

want to earn reasonable salaries/wages and they desire their employers to

recognize this fact. Money is a fundamental inducement and tends to

magnetize, retain, and motivate individuals toward higher performance.

Also, Olajiga and Onaolapo (2019) cited that out of all the conditions of

service, salary is the best predictor of teacher performance and

productivity and that a job that offers a higher salary would attract more

and better-quality personnel than anyone that offers a lower pay. The

salaries of teachers are inadequate that it is so for them (teachers) to

meet the necessities of life, that salaries when compared with other

employees with the same qualifications and experience. Onaolapo (2010)

stated that it appears that irregular payment of salary, perceived lack of

support for their work, and bad working conditions often lead to poor

teachers' job performance. Obineli (2013) stated that money is an

economic reward and a means of bringing about job satisfaction among

Nigerian workers. Teacher's performance must be directed towards

educational goals and objectives that are relevant to their job. Decreasing

teachers’ salaries will affect teachers as well as students learning. A study

by Lyimo (2014) found that inadequate teacher salaries lead teachers to

addition, many teachers have left school for better-paying professions.

Therefore, the teacher shortage affects student learning. Similarly,

Katete’s (2020) study shows that delayed teacher payment leads to poor

classroom preparation, poor student performance on exams, lack of

hands-on learning, poor classroom attendance, poor practices, and poor

classroom management.