TEACHER JOB SATISFACTION AND TEACHER EXPERIENCE AS PREDICTORS OF STUDENTS’ MATHEMATICS PERFORMANCE

Abstract

Academic performance is a complex concept that depends on many factors, including school values, learners’ commitment, employee satisfaction as well as teacher characteristics such as teaching experience, gender, and educational background. The purpose of this study was to assess the extent to which teacher satisfaction and teacher experience predict students’ performance in Mathematics in Botswana junior secondary schools. This study adopted a quantitative correlational design, using hierarchical sequential regression analysis. Secondary data of 2015 from the Trends in International Mathematics and Science Subjects for Botswana was used. A total number of (N = 5964) Form Two students were sampled from all the junior secondary schools across Botswana. The findings showed that both teachers’ satisfaction and teaching experience are significant predictors of students’ performance in Mathematics. These findings imply that the students’ performance could be determined by both the level of teacher job satisfaction and their teaching experience. Interestingly, this study uniquely revealed that teacher experience is a better predictor of students’ performance in Mathematics and teacher job satisfaction. The findings in this study serve as a reference point to all relevant stakeholders in basic education, especially those involved in policy formulation and those with interest in improving students’ academic outcomes in Mathematics.