The results section provides a description of the demographic data of the 19 articles selected for analysis. The results of this study show that the 19 articles successfully identified factors that influence teacher performance both internally and externally. Table 1. Summarizes key information from each study to provide a more detailed explanation. The information includes the author's name, year of publication, type of country where the study was conducted, methodological approach used, characteristics of the participants involved in the study, as well as the factors shaping teacher performance found in each study.
Factors or elements affecting teacher performance are elements that must be studied first to maximize efforts to improve teacher performance. Regulation of the Director General of Teachers and Education Personnel number 7607/B.B1/Hk.03/2023 [8]concerning Technical Guidelines for Performance Management of Teachers and Principals states that teacher performance is the achievement of work results and teacher work behavior expressed quantitatively according to targets and performance indicators agreed upon with the principal and carried out through a cycle of planning, implementation, observation, evaluation, and follow-up based on the teacher's main duties. According to Long et al. (9) teacher performance is reflected in their ability to effectively convey knowledge, facilitate learning, and create an engaging environment for students' academic and personal growth. Improving teacher performance through identifying the factors that influence it is a significant effort to create a quality learning environment and the best educational process services.
Factors that shape teacher performance are elements around the teacher that can increase or decrease teacher performance. These factors consist of five types namely personal, team, system, leadership, and contextual factors. The five factors whose presence has a significant impact on teacher teaching performance are grouped into two types which include internal factors and external factors. Internal factors consisting of personal factors, team factors, and leadership factors originate from internal individuals and internal organizations. In contrast, system factors and contextual factors are external factors that come from outside the organization or individual whose presence affects the work patterns of teachers in schools. The explanation of the five factors is as follows:
| Author/s, year | Reference No. | Method | Country | Participants | Factors Contributing | |
|---|---|---|---|---|---|---|
| External | Internal | |||||
| Gemmink et al., (2021) | (10) | Qualitative | Netherlands | 215 primary school teachers | Contextual:Educational accountability andstandardsInclusive educationSchool ImprovementSocial-professional relationshipsSchool`s organizational aspectOrganizational work in classroomPupils’ educational needsIndividual professional developmentProfessional space and autonomy | - |
| Von suchodoletz et al., (2018) | (11) | Quantitative | US America | 341 preschool teachers | Contextual:Teacher ratings of children'sbehavior in the classroom. | - |
| Shackleton et al., (2019) | (12) | Multilevel methods | United Kingdom | 2278 teachers | Students’ attitudes toward learningTeacher perceived safetyStudent-teacher ratiosType of school attended | - |
| Kell (2019) | (13) | Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) | US America | K–12 teachers | - | Personal:teachers’ personalities during hiring or placement processes. |
| Bastian et.al., (2017) | (14) | Quantitative | NorthCarolina | 1,790 First-year teachers | - | Personal:ConscientiousnessSelf-efficacy |
| Kim et al., (2019) | (15) | A meta-analysis | - | 25 studies | - | Personal:Openness, Conscientiousness, Extraversion, and Emotionalstability |
| Darling-Hammond, (2017) | (16) | Case studies | FinlandSingaporeAustraliaUnited StatesCanada | - | System:Using professional teaching standards.Establishing induction models.Supporting thoughtful professional development.Profession-wide capacity building. | - |
| Meng, et.al., (2024) | (17) | QuantitativeQuesionere Self-reported | China | Teachers, who are 19 untill over 43 years old. | System:Education PolicySchool culture | - |
| Alexander, et.al., (2017) | (18) | Macroexploration of systemicconnections | - | - | System:Teacher evaluation policies : student achievement. | - |
| Nweke & Gbarage (2022) | (19) | Desk study approach | River state | - | - | Team:Teacher-students communicationPrincipal-teachers communicationEffective conflict findings |
| (Okiridu, et.al., 2019) | (20) | Quantitative | River state | 87 Business Teachers | - | Team:StressTeachers Workload |
| Ayeni & Fakunle (2022) | [21] | Quantitative | Ondo state, Nigeria | 33 Principles & 660 Teachers. | Team:Teamwork management | |
| Aquino, et.al., (2021) | [22] | Quantitative: The correlation research | Philippines | 17 School heads | - | Leadership:Authentic leadership doesn`t impact teacher`s performance. |
| Imhangbe et al., (2019) | (23) | Quantitative: Multiple regression | Nigeria | 69 principals | - | Leadership:Democratic and laissez-faire leadership styles. |
| Imran & Akhtar (2023) | [24] | Quantitative: exploratory | Pakistan | 620 primary school teachers | - | Leadership:Ethical leadership practiced |
| Misfa & Arif, (2024) | [25] | Quantitative | Indonesia | 30 primary school teachers | Contextual:Influences exerted by internal dynamics and external circumstances. | - |
| Zheng (2022) | [26] | Quantitative: exploratory | China | 200 political teachers. | Contextual:Positive Emotional Environment. | - |
| Hagermoser Sanetti et al., (2021) | [27] | Reviewed articles | - | 18 articles | Contextual:School psychologistsMeditation program | - |
| Elacqua & Marotta, (2020) | [28] | Longitudinal quantitative design | Rio deJaneiro | - | Contextual:Multiple school jobs | - |
The performance of teachers is influenced by personal factors or the teachers themselves. Teacher performance not only focuses on student learning outcomes, but a combination of teacher traits and behavior towards students is the main thing that is always considered so that the learning process runs smoothly [29]. Based on Kell's study [13], personal factors can be an essential factor in predicting teacher performance. Five personalities that can predict teacher performance are openness, prudence and responsibility, cooperativeness, creativity, and emotional stability. The results of Bastian et.al. [14] explain that self-confidence, which is a sub-domain of prudence and responsibility, has a significant contribution to the assessment of good teacher performance and high retention rates.
Teachers who are responsible and conscientious are often inclined to exhibit certain positive behaviors and make specific instructional decisions that ultimately contribute to the success of the teaching process. In contrast to previous research, Kim, et.al.'s [15] study explains that it is difficult to specifically describe the elements of teacher personality that have a significant impact in shaping teacher effectiveness. This is because the conceptual approach to teacher personality is unidimensional. Although, the study still states that teacher personality is positively related to teacher effectiveness, which is a combination of student learning outcomes and teacher teaching performance [30].
The system serves a crucial role in shaping teacher performance by providing the structure that teachers need to carry out their operational tasks. The education system which includes elements such as education policies, curriculum standards, assessment methods, regulations, and other material and non-material resources, has a significant impact on teacher performance in the learning process [16]. Education systems regulated by the central government have a reciprocal or mutually influencing relationship with teacher performance. One part of the education system, education policy, directly affects teacher performance.
This influence can be seen in ethical and effective teacher education programs, the maintenance of a conducive work environment, and the adoption of teacher ethics documents that regulate teacher behavior in teaching and interacting with students [17] [31]. Based on Alexander, et.al. [18] findings, although structures that support teachers' operations have been officially established at the state level, the implementation of each educational institution is not always equally distributed. Some education policies are only implemented in certain areas, not across the board. This inconsistent implementation of the education system causes great challenges in measuring teacher performance levels nationally.
Team building in the context of improving the quality of education services is understood as part of the process of organizational change and development. Teachers are the main work team members in educational organizations. The study of Nweke & Gbarage [19] explains that the effective team or group can be seen from the team size, group cohesion, leadership, motivation, and group goals. Teachers who play a role and actively participate in every activity and decision making are believed to be able to increase the sense of unity and cooperation between members. The school team such as teachers and education personnel can implement school decisions and policies which in turn can support the realization of educational goals [32]. School teams such as teachers and education personnel who work in an orderly, directed, and conducive manner and can make a real contribution to organizational goals are important indications of the formation of effective schools [20].
Teamwork has a direct impact on the quality of teacher work and student academic achievement. Teams are a vital factor in determining the level of teacher performance. A school team that can utilize the professional knowledge, skills, and experience of its teachers will be able to choose effective learning resources, approaches, and teaching methods so that the student learning process becomes more qualified. Ayeni & Fakunle's research [21] summarized that solid work teams encourage positive interpersonal relationships, collective responsibility, communication, reflection, and constructive feedback between members. The above elements are understood to be able to improve teacher performance to realize educational goals.
The leadership of an educational organization is the first agent of change that serves as an example to its members. Their role includes building supportive social relationships, initiating information-sharing activities, participating in mentoring programs and encouraging school progress. In the context of teacher performance, the influential role of school leaders does not have a direct impact. Principal leadership responsibilities that include continuous professional development are crucial when helping teachers adapt to dynamic teaching demands and tasks [22] [33]. The leadership style implemented by the principal determines the significance of the influence of leadership on teacher performance through professional development programs. Based on the results of Imhangbe et al. 's research [23], mentions that a combination of democratic and transformational leadership styles is the right formulation in building teacher work performance in schools. These leadership styles provide opportunities for teachers to be actively involved in decision-making, express aspirations, and contribute to all policies that will or have been set [34].
Teacher engagement subsequently fosters a greater sense of ownership and responsibility for their professional duties. Imhangbe emphasized that effective leadership does not only affect a teacher's task performance. On the other hand, principal leadership contributes positively to the moral and ethical dimensions of teachers in carrying out their professional responsibilities. In addition to the leadership style applied by principals indirectly affecting teacher performance. Leadership ethics through the establishment of a positive and conducive work climate can support the improvement of teacher performance [24]. Principal ethics such as moral responsibility, openness, transparency, trust, and fairness serve as role models for teachers in completing their tasks and responsibilities both in the category of task performance and contextual performance. However, perceptions of leadership ethics are subjective and have a high potential for bias, so ethical leadership by principals must be implemented effectively and consistently.
Contextual factors can be defined as various situations stemming from external and internal pressures and changes that affect members in completing their professional tasks [25]. A study by Zheng [26] concluded that the high workload and psychological pressure experienced by teachers in schools are major challenges that threaten their performance. External demands such as disappointment from students about teachers' mistakes, high expectations from parents and principals, and demands for promotion from families increase the psychological pressure teachers experience. Therefore, change management and pressures from both the external and internal environment of the school need to be managed effectively so that they do not accumulate and trigger a deterioration in the quality of teachers' work.
Workload spikes experienced by teachers are a contributing factor to the emergence of stress, which directly and thoroughly has a negative impact on teacher performance [27]. Beside the pressures and changes that come from within the school, teacher performance is also influenced by situational factors from the external environment. Dynamic social and economic conditions are vital factors that can significantly impact teacher performance [28]. Teachers who work in more than one school and have longer working hours are one of the demands of the surrounding economic conditions that are constantly changing. As a result of this situation, it is very likely that teacher performance will decrease due to fatigue stemming from instructional load and other job responsibilities outside the classroom.