FACTORS AFFECTING CLASSROOM TEACHERS’ JOB PERFORMANCE: A QUALITATIVE-DOMINANT ANALYSIS WITH Q-SORTING Cover Image

FACTORS AFFECTING CLASSROOM TEACHERS’ JOB PERFORMANCE: A QUALITATIVE-DOMINANT ANALYSIS WITH Q-SORTING
FACTORS AFFECTING CLASSROOM TEACHERS’ JOB PERFORMANCE: A QUALITATIVE-DOMINANT ANALYSIS WITH Q-SORTING

Author(s): Nebi Altunova, Mahmut Kalman
Subject(s): Social Sciences, Education, School education
Published by: Visoka škola strukovnih studija za vaspitače "Mihailo Palov"
Keywords: Classroom teacher;factors affecting job performance;case study research;Q methodology;

Summary/Abstract: This study aimed at exploring the factors affecting classroom teachers’ job performance. Maximum variation sampling was used to select the study group. 72 teachers working at primary schools in a province in Eastern Turkey participated in a qualitative dominant mixed-methods study incorporating a qualitative case study and Q methodology. The data obtained through interviews were content-analyzed, and the Q data were analyzed via the PQMethod 2.35 software program. The results indicated that organizational, managerial, and systemic factors had both negative and positive effects on teacher performance. Teachers expressed similar views via the item configurations provided and built up a similar profile about the factors affecting job performance. Besides general professional competencies, students’ readiness level and teachers’ mastery of course content were reported to have impacts on classroom teachers’ job performance.

  • Issue Year: 10/2020
  • Issue No: 2
  • Page Range: 285-312
  • Page Count: 28
  • Language: English
Toggle Accessibility Mode