Factors Influencing the Performance of Elementary School Teachers: a Systematic Review
Year: 2025
Type: review
Abstract: This study systematically reviews literature from Web of Science, Scopus, and Google Scholar (2000-2023) to examine factors influencing elementary school teachers' performance, which critically impacts student learning outcomes, particularly under India's NEP 2020 framework emphasizing experiential learning. Following PRISMA 2020 guidelines, 52 relevant studies were selected from an initial pool of 251 papers identified using "Teacher Performance" AND "Elementary" search terms, excluding non-English publications and press articles. The analysis reveals five key determinants of teacher effectiveness: principal leadership (including transformational approaches and supportive supervision), work environment (encompassing school climate and infrastructure), teacher motivation (through job satisfaction and incentives), training and development (focusing on competency and self-efficacy), and school resources (including materials and support systems). These interconnected factors collectively contribute to developing more dedicated and effective educators capable of enhancing student achievement. While the findings suggest significant opportunities for improving teaching performance, the study acknowledges limitations in its database coverage and temporal scope, indicating avenues for more comprehensive future research to further explore these critical dimensions of teacher effectiveness in elementary education contexts.
Authors: Mr. Daniel Debbarma, Prof. Nikme S.C. Momin
Institution: North Eastern Hill University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7081659754
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