Proposing a Theoretical Framework for Teacher’s Job Performance

Aze Fauziah Suib; Puspa Liza Ghazali; Bahyah Abdul Halim; Juliana Ariffin; Roslida Abdul Razak

doi:10.37231/jmtp.2022.3.1.205

Aze Fauziah Suib Faculty of Business and Management Universiti Sultan Zainal Abidin (UniSZA), Malaysia
Puspa Liza Ghazali Faculty of Business and Management Universiti Sultan Zainal Abidin (UniSZA), Malaysia
Bahyah Abdul Halim Faculty of Business and Management Universiti Sultan Zainal Abidin (UniSZA), Malaysia
Juliana Ariffin Faculty of Business and Management Universiti Sultan Zainal Abidin (UniSZA), Malaysia
Roslida Abdul Razak Faculty of Business and Management Universiti Sultan Zainal Abidin (UniSZA), Malaysia

DOI: https://doi.org/10.37231/jmtp.2022.3.1.205

Keywords: job performance, teacher, school leaders

Abstract

Job performance is a diverse concept that is influenced by a variety of factors. This article provides extensive information about job performance in the sector of education. By applying a theoretical thematic analysis, sixteen related studies regarding factors of teacher’s performance from the recent five years were analyzed. Three crucial gaps were found in this study: vague definition of teacher’s performance, type of participants as respondents and the angle of perspective in job performance dimension. The key aspects that influence a teacher's performance, according to this study, may be explained by two pre-existing theories: social cognitive theory of organizational management and leader member exchange theory or LMX theory. The authors provided a theoretical framework to better understanding of teacher performance by applying concepts from both theories to these concerns. This theoretical approach shows that in order to improve teacher effectiveness, school leaders must provide conducive environmental along with personal or cognitive characteristics of teachers.

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