Environmental factors affecting the performance of teachers in public schools in Zambia: the case of secondary schools in Lusaka district.

Thumbnail Image
Chibomba, Sandra Miyanda
Journal Title
Journal ISSN
Volume Title
The University of Zambia
The work environment may affect workers‟ performance both positively and negatively. Educational policies have been put in place to improve education in Zambia. These policies were put in place to enable educational agencies to fully participate in educational development. Despite government efforts to boost teacher‟s performance in schools, secondary schools still face a number of challenges. Most secondary schools have poor infrastructure while some infrastructural projects take long to be completed. The aim of this study was to investigate the environmental factors that affect teachers' performance in public secondary schools. A mixed-methods case study design was used, which involved purposive and multi-stage sampling of research participants from four public secondary schools in Lusaka. A sample of 232 was engaged, comprising 12 key informants, 40 teachers and 180 learners. Data was collected through questionnaires and Semi-structured interviews. Quantitative data was analysed using descriptive analysis software SPSS, while qualitative data used narrative and thematic analysis. The findings indicate that there are physical and social environmental factors that positively and negatively affect the performance of teachers in public secondary schools in Lusaka District. Physical environmental factors that positively affect teachers‟ performance include; existence of adequate office size, adequate teaching and learning materials, stocked science laboratories, stocked libraries and ICT facilities. While increased number of learners in class and lack of some teaching and learning materials and lack of motivation negatively affect teacher performance. The Social-environmental factors that positively affect teacher performance were established as the relationships between teachers, learners, and supervisors in various forms. These forms include These forms include; friendliness, the ability of a teacher to command respect, punctuality of teachers, and allowing questions during lessons by teachers. The findings further suggest that explaining to slow learners, presence of standard leadership styles, good relationships between teachers and their supervisors, and among teachers positively affect teachers‟ performance. The study contributes to the existing body of knowledge on environmental factors that affect teachers' performance in public secondary schools.
Teacher--Work environment. , Work environment--Teacher performance.