PRISMA, a method for systematic research synthesis, was used in this study. In summary, PRISMA, or Preferred Reporting Items for Systematic Review and Meta-Analysis, is a process that involves integrating, reinterpreting, summarising, and merging sets of chosen academic works from a variety of domains (Lipsey & Wilson, 2001). Determining the impact of variables related to elementary school teachers' performance was the shared objective of all the included research. The review covers research publications that were indexed in the WoS, Scopus, and Google Scholar databases were published between 2000 and 2023. Using the search terms "Teacher Performance" AND "Elementary," 251 research papers were found for the first phase of the study. To ensure the quality of the review, we disregarded conference papers, press pieces, and non-English publications. We chose 52 research publications for this review by adhering to the 2020 Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA) declaration after carefully evaluating each record in light of the study's goal and scope. We separated the research further into two categories: internal and external characteristics that are related to elementary school teachers' performance. The effectiveness of primary instructors that impacted their choice to become teachers was determined by comparing these two-dimensional parameters.
DATA COLLECTION, INCLUSION CRITERIA AND EXCLUSION CRITERIA:
A total of 106 records were found and gathered through database searching, including studies from SCOPUS (n = 129), Web of Science (n = 25), and Google Scholar (n = 106). An additional 21 records were found using Google, another source. There were 251 records remaining after deleting duplicates. 159 records in total were disregarded. 37 full-text articles were eliminated based on inclusion-exclusion criteria out of the 92 full-text papers that were evaluated. Three complete articles were eliminated from the 55 studies that were a part of the qualitative evaluation due to the study's limitations. In the end, 52 publications were chosen for the research.
The following inclusion criteria were used to determine which studies were to be included in the study.
1. Studies conducted between 2000 to 2023.
2. Studies conducted on the performance of Elementary teachers.
3. Studies in the form of articles only.
4. Studies found in SCOPUS, Web of Science and Google Scholar.
5. Studies related to the objective of the study.
6. Studies published English.
The following exclusion criteria were used to determine which studies were to be excluded in the study.
- Studies does not have any relation with the objective of the study.
- No access to full-text article.
- Abstracts that do not fulfil the scope of the study.
- Articles in other language other than English
- Articles in Press and conference papers
Figure 1: PRISMA Framework (Preferred Reporting Items for Systematic Review and Meta-Analysis)
Table-1: Country-Wise study record
Sl. No.
|
Country
|
Records
|
1
|
Indonesia
|
10
|
2
|
United States
|
9
|
3
|
Philippines
|
7
|
4
|
Turkey
|
5
|
5
|
Pakistan
|
3
|
6
|
China
|
3
|
7
|
Greece
|
2
|
8
|
India
|
2
|
9
|
Denmark
|
1
|
10
|
Jamaica
|
1
|
11
|
Portugal
|
1
|
12
|
Nepal
|
1
|
13
|
Sweden
|
1
|
14
|
Italy
|
1
|
15
|
Cyprus
|
1
|
16
|
Istanbul
|
1
|
17
|
Canada
|
1
|
18
|
Korea
|
1
|
19
|
Singapore
|
1
|
|
Total
|
52
|
Table-2: Top Citations
|
Sl. No.
|
Title
|
Citations
|
|
1.
|
School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy.
|
616
|
|
2.
|
Efficacy Beliefs as Determinants of Teachers' Job Satisfaction.
|
428
|
|
3.
|
Teacher job satisfaction: the importance of school working conditions and teacher characteristics
|
200
|
|
4.
|
Job satisfaction among school teachers in Cyprus
|
163
|
|
5.
|
Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers' Practice
|
163
|
|
6.
|
Chronic Teacher Turnover in Urban Elementary Schools
|
151
|
|
7.
|
Personal characteristics and job satisfaction of Greek teachers
|
145
|
|
8.
|
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School
|
54
|
|
9.
|
Examining Relationship between Teachers' Self-efficacy and Job Satisfaction
|
50
|
|
10.
|
Job Satisfaction Among Turkish Teachers
|
40
|
Figure -2: Year-wise (2000-May 2023) research article distribution (n=52)
STUDIES CONDUCTED ON FACTORS ASSOCIATED WITH PERFORMANCE OF TEACHERS:
Several investigations have been carried out to investigate the variables influencing elementary school teachers' performance. Numerous factors have been examined in this research, including work motivation, school atmosphere, leadership styles, interpersonal communication, and job satisfaction. It is essential to comprehend these elements in order to provide a setting that fosters teachers' professional development and improves their effectiveness as educators. In order to determine how well school administrators can apply transformational leadership to increase teachers' motivation for their job, Wiyono (2007) carried out research. The purpose of the study was to investigate the effects of school principals' transformational leadership methods on teachers' motivation for their work inside the classroom. Villarino (2018) looked at the connection between instructors' effectiveness and the atmosphere of the school. The goal of the study was to comprehend how connections, support, and communication, among other aspects of a school's general climate, affect teachers' performance. Ulfa et al. (2021) carried out research to determine the principal's tactics for raising the calibre of instruction at Public Elementary School. The study centred on examining the strategies and actions implemented by administrators to improve elementary school teachers' instructional effectiveness. The impact of job motivation and interpersonal communication, either in part or concurrently, on primary school teachers' performance was examined by Susanti et al. (2021). The purpose of the study was to investigate the connections between teachers' performance in the setting of primary education, interpersonal communication, and job motivation. The effect of leadership efficacy on teacher teaching performance in primary schools was investigated by Supriadi & Suryana (2021). The goal of the study was to determine how teachers' performance as instructors is impacted by their perceptions of the competence and efficacy of their leaders. In order to ascertain the connection between teachers' performance in public elementary schools, professional competence, and success motivation, Sumantri & Whardani (2017) performed research. The purpose of the study was to investigate how certain elements, such as professional competence and success motivation, affect teachers' effectiveness in an elementary school context. The effect of principal supervision on elementary school teachers' effectiveness as instructors was examined by Rohartini & Sutarsih (2021). The purpose of the study was to determine how principal supervision affects and enhances primary school teachers' ability to teach. Sayman & Atienzar (2023) evaluated how the COVID-19 pandemic affected public elementary school teachers' performance in relation to the school atmosphere and principals' leadership style. The goal of the study was to determine how the particulars of the pandemic, in addition to the school environment and leadership philosophies, impacted elementary school teachers' performance. The performance of primary school teachers was investigated in research by Abidin et al. (2022) to determine the direct and indirect impacts of principal management performance, work atmosphere, and work motivation. The purpose of the study was to examine the connections between these elements and how they affected elementary school teachers' overall effectiveness. Verawati Wote & Sero (2021) examined how the integrity and leadership of the principle affected the effectiveness of primary school teachers. The purpose of the study was to determine how principals' integrity and leadership style affect and enhance elementary school teachers' performance. Research by Yunarti et al. (2020) looked at the possible impact of stress at work on elementary school teachers' job performance. The authors examined the connection between stress at work and job performance, emphasising how crucial it is to manage teachers' stress in order to improve their output. Ummah and Bahri (2020) looked at how headmaster leadership and academic monitoring affected teachers' performance. The impacts of these variables, both alone and in combination, on elementary school employees' work performance were examined in this study. Waruwu (2019) improved the effectiveness of elementary school teachers by implementing a principal's servant leadership approach. The study's main focus was on how leadership may improve teacher effectiveness. Sumihardi (2020) looked on how elementary school principal leadership and school atmosphere affected teachers' performance. The purpose of the study was to determine how these factors affected workers' productivity. The impact of infrastructure and work environment on the effectiveness of public elementary school teachers was investigated by Sari et al. in 2021. The combined impact of these variables on work performance was investigated in the study. Paz (2021) carried out research to ascertain the influence of variables on the effectiveness of public elementary teachers. Rahmah et al. (2021) examined the connection between primary school teachers' performance, honesty, and supervision. The study's goal was to investigate the relationship between honesty and supervision and primary school teachers' performance. Novitasari et al. (2021) studied how five private primary schools' teachers performed in relation to social support—that is, support from peers, supervisors, and families. The goal was to comprehend how various forms of social support might improve the effectiveness of teachers. The association between teacher competency and the deployment of primary school teachers in public schools was examined by Nasrulloh et al. (2022). The purpose of the study was to investigate the relationship between elementary school teachers' effective use of instructional techniques and their level of competence. Fitriani et al. (2022) looked at how teacher job satisfaction affected the impact of the work environment and motivation on performance. The goal was to investigate how motivation and the work environment impact teachers' job happiness, which in turn impacts their performance. Masriah (2022) looked into how transformational leadership, competence, and self-efficacy levels among primary school teachers affected student accomplishment. The goal was to comprehend the role these elements play on elementary school student accomplishment. Research by Marsen et al. (2021) looked at how primary school teachers' performance was impacted by their work environment and pedagogical competency. The goal was to investigate the relationship between elementary school teachers' performance and their work environment and pedagogical skills. The goal of Manu et al. (2020) was to identify the variations in elementary school teaching performance between instructors with bachelor's degrees and those without. The aim of the study was to evaluate the effectiveness of elementary education bachelor's degree holder’s vs those who did not. Liando (2019) carried out research to investigate the connection between elementary school teachers' performance, incentives, and competences. Krisdiani et al. (2021) examined the duties and obligations of school principals with an emphasis on how they ought to operate. The impact of a principal's visionary leadership and work environment on teachers' performance was examined by Khuluqo and Cholik (2022). The relationship between the academic supervision provided by the principal, the motivation of teachers at work, and the effectiveness of state primary school instructors was examined by Kholid et al. (2020). The significance of job satisfaction for workers and its relationship to organisational productivity were highlighted by Karmakar et al. (2023). In 2017, Kalsoom et al. carried out research on elementary school teachers' perceptions on how the incentive system affected their work output. In 2021, Kalimah et al. researched the effects of work discipline and principal leadership on elementary school teachers' performance, while Fudiyah et al. (2021) looked into the relationship between work discipline and principal leadership. Fe M. Labrador (2023) investigated how primary public school teachers' work performance was impacted by their level of motivation and job satisfaction. The relationship between teacher effectiveness, perceptions of creativity, and innovative teaching practices during classroom instruction was examined by Fadhilah et al. (2022). Effiyanti et al. (2023) conducted research on how primary school teachers' performance is impacted by their job motivation. Hermogeno and Dulos's (2022) investigation concentrated on primary school teachers' performance and work attitudes. According to research done by A. Borgoños (2022), primary teachers performed exceptionally well in terms of the teaching and learning process, student results, community participation, and honours and recognition. They did, however, perform well in terms of special tasks or designations, as well as professional growth and development. Researchers Afandi et al. (2021) looked at the relationship between instructors' experience and performance. Sultan Amai Gorontalo et al. (2020) looked at how certified primary school instructors performed and how certification affected their results. Chen (2010) investigated the link between school, community, and life characteristics and teacher job satisfaction in middle schools in China. Afandi et al. (2019) studied how professional learning communities (PLCs) affected teachers' self-efficacy, work satisfaction, cooperation, and providing of feedback. The impact of job happiness on elementary school teachers' performance was investigated by Ahiri et al. in 2023. The study looked into the connection between elementary school teachers' performance and their level of job satisfaction. Through work motivation, Ahmed Khaidir Ali, Muhammad Saleh, and Aslamiah (2021) examined the impact of the school atmosphere and the principal's transformational leadership on teacher performance. In the setting of primary schools, the study investigated the effects of work motivation, school atmosphere, and transformational leadership on teacher performance. Alhassan & Alhassan (2022) looked at the connection and impact of teacher empowerment, teacher organisational commitment (TOC), and dispersed leadership (DL). The relationship between DL, TOC, and teacher empowerment as well as their impact on teachers' professional commitment and empowerment were all investigated in this study. The impact of job motivation on the effectiveness of public elementary school teachers was examined by Au Hurit et al. in 2022. The study investigated the connection between teachers' effectiveness in public elementary schools and their motivation at work. Buyukgoze-Kavas et al. (2014) looked studied how elementary school teachers' performance was affected by self-efficacy, perceived organisational support, and work satisfaction, all of which are components of a social cognitive model. Can (2015) identified the elements that drive elementary and secondary school instructors. The study investigated the connections between teachers' motivation and factors such as age, gender, marital status, income level, and educational attainment. The impact of work environment, locus of control, and interpersonal communication on job satisfaction was examined by Sembiring & Purba (2019). The study looked at how these variables influenced teachers' work satisfaction. The association between elementary school teachers' performance and work happiness was investigated by Wolomasi et al. (2019). The study looked into the relationship between teachers' performance in an elementary school and their level of work satisfaction. The obstacles that public elementary school teachers face in advancing their professional practice were examined by Putu Nanci Riastini et al. in 2021. The goal of the study was to comprehend the barriers that educators encounter when trying to improve their professional practice. Wula et al. (2020) looked at the connection between elementary school teachers' performance and work happiness. The study looked at the relationship between elementary school teachers' performance and work happiness.
Numerous important issues were clarified by the research done on the factors influencing elementary school teachers' performance. Establishing an atmosphere that fosters teachers' professional development and improves their teaching effectiveness requires an understanding of and attention to these aspects.