FACTORS INFLUENCING TEACHERS’ PERFORMANCE: THE CASE OF MISRAK POLYTECHNIC TVET COLLEGE, ADDIS ABABA, ETHIOPIA

Abstract

The purpose of this study was to investigate factors influencing teachers’ performance. The study used the quantitative and qualitative approaches in combination. The subject of the study were teachers of Misrak polytechnic TVET college located at Yeka sub-city of Addis Ababa city administration. Stratified random sampling of probability sampling and purposive nonprobability sampling techniques were used for quantitative and qualitative research methods respectively to select sample of teachers. Data was collected through closed-ended questionnaire for quantitative survey method and unstructured interview for qualitative one. Primary data collection tools tested and retested and made sure that the reliability and validity before applying to actual research sample. Questionnaires for the survey were distributed to the sampled teachers of Misrak polytechnic college, and the interview was conducted by the researcher. Both primary quantitative and qualitative collected data were analyzed. The quantitative primary data were analyzed using percentages, frequencies as part of the descriptive statistical method and Pearson correlation and multiple linear regression analysis from inferential statistical method with the aid of SPSS software application. The results obtained from the analysis indicated that there are different determinants that influence the performance of teachers. The study grouped the teacher performance influencing factors and teachers’ level of current motivation into two in general: intrinsic and extrinsic factors. The study further examined and discussed the extrinsic factors into remuneration, leadership, and working condition. From the descriptive analysis, it is indicated that teachers have better level of intrinsic motivation for their performance. The respondents are not happy with the current remuneration practices and call for improvements. They showed their level of satisfaction with college leadership practices and enabling environment in the college. Moreover, the study results from multiple linear regression analysis showed that the three targeted independent variables (intrinsic factor, remuneration & leadership practices) in general have positive relationship and effect on the dependent variable (teacher performance). Separately, the leadership practices and remuneration independent variables are found statistically significant and have positive impact on the outcome variable. Moreover, the intrinsic motivational factor has positive impact on the performance of teachers but insignificant. Leadership practices is the number one independent variable that influence the outcome of the dependent variable. The study concluded that teachers in the college is dissatisfied with current remuneration and said that xiii increasing salary with promotion will have positive impact on their performance. It is believed that this study contributes to and add value to the existing stock of knowledge on this specific study area. As part of the recommendation, all stakeholders including teachers, college leaders, education policy makers and others partners who have stake in the services of colleges should take necessary advocacy and actions in a way that drive teachers to higher performance and their contribution to attainment of organizational objectives. Moreover, the study recommends further research on the topic with diverse populations, including supervisors, students and college leaders at scale.