The influence of classroom infrastructure on teachers' job performance in public pre-primary schools in Shinyanga district, Tanzania

Abstract

This study aimed to examine the influence of classroom infrastructure on teachers' job performance in public pre-primary schools in Shinyanga district, Tanzania. The study was guided by the System Theory developed by biologist Ludwig Von Bertalanffy in the 1950s. A mixed research approach and an explanatory sequential research design were employed. The sample size included 102 teachers, 10 head teachers, 3 Ward Education Officers, 1 District Quality Assurance Officer, 1 Statistics and Logistics Officer, and 1 District Education Officer. Data collection methods included questionnaires, face-to-face semi-structured interviews, non-participant observations, and documentary reviews. A pilot study was conducted to assess the reliability of the data collection instruments. The results of Test 1 showed an average reliability coefficient of 0.76, which was consistent with the results of Test 2. Quantitative data from questionnaires were analysed using SPSS version 23, and descriptive statistics were used for data presentation. Qualitative data from interviews were analysed thematically. The study findings indicate that classroom infrastructure has a significant impact on teachers' job performance. Teachers believe that having adequate classrooms boosts their motivation and dedication to teaching by creating a conducive and supportive setting. The research suggests that well-designed, spacious, and properly ventilated classrooms not only enhance teacher morale but also facilitate effective classroom management and enable the implementation of various teaching methods. It is recommended that teachers play an active role in identifying and addressing physical deficiencies in their classrooms, such as insufficient furniture, inadequate classroom layout, and a lack of teaching resources.