FACTORS ACCOUNTING FOR TEACHER PERFORMANCE IN HIGH PERFORMING PRIVATE JUNIOR HIGH SCHOOLS IN THE SEKONDI TAKORADI METROPOLIS

ABSTRACT

A descriptive survey was conducted to determine the school-related, teacher-related, and community-related factors that account for teacher performance in private junior high schools in the Sekondi-Takoradi metropolis. A purposive sampling technique was used to select high performing private junior high schools (n = 9) in the metropolis. Data for the study were based on responses from head teachers (n= 9) and teachers (n= 60) from the selected schools. The research instrument consisted of a semistructured interview guide for the head teachers and a questionnaire for the teachers. Major findings of the study reported in this document showed that teachers perceived community-related factors (M =3.06) to be the factors that greatly account for teacher performance. The study also found that there was no significant difference between the perception of novice teachers and experienced teachers on community-related and teacher-related factors that account for teacher performance. However, for school-related factors, there was a significant difference between novice teachers and experienced teachers with regard to class size. The study recommendations included the strengthening of ties between the school and the school community, school authorities paying more attention to supervision and monitoring of staff, and school authorities rewarding hardworking staff.