Behind Every Student’s Academic Success: The Hidden Role of Teachers’ Performance

Abstract

This quantitative descriptive survey examines the relationship between teachers’ job performance and students’ academic achievement in public secondary schools of Quetta. A sample comprising 375 students was selected by using a systematic random sampling technique. The Teachers’ Job Performance Questionnaire (TJPQ) was utilized to measure multidimensional elements of teacher effectiveness, based on 24 items with a reliability of .716 on Cronbach’s Alpha. Furthermore, students' academic performance was quantitatively measured by taking the yearly exam results of the 9^th and 10^th grades. The findings reveal that the teachers’ job performance and students’ academic achievement are closely interconnected, influencing overall school effectiveness, including teacher punctuality and presence, as well as areas needing improvement, such as classroom management, fairness, and student engagement. The study recommended identifying pedagogical and interpersonal problems, focusing on improving teachers' capacities in differentiated instruction, classroom management, cultural diversity, and conflict resolution. Additionally, the Department of Education should develop strategic measures to enhance home-school relations, building open and ongoing channels of communication between parents and schools, thereby contributing to school-based processes actively.