Effects of the Psychosocial Factors Experienced by Teachers on Teaching Effectiveness in Secondary Schools in Ilemela Municipality

Abstract

This study explores the effects of teachers’ psychosocial factors on teaching effectiveness in secondary schools in Ilemela Municipality. The study employed the psychosocial theory developed by Erikson (1959). The mixed research approach was used. The sample size was 92 secondary school students and 100 teachers which was obtained using simple random and purposive sampling techniques. The researcher employed questionnaires to collect quantitative data and interviews to collect qualitative data. Quantitative data was analysed using SPSS in which findings were presented using frequency distribution tables, while qualitative data was presented using thematic analysis. The findings show that there are psychosocial factors that do influence teachers’ decision-making in relation to assessment and evaluation as well as planning and implementation such as preparation of Teaching and Learning, assessment process, preparation of assessment tools, evaluation remarks, affect evaluation decision, and affect evaluation strategy. This implies that the psychological factors existing in the working area affect the decision-making process related to assessment and evaluation. Also, there are different strategies to be planned and implemented by school management and teachers to overcome the psychosocial factors they experience in their work contexts. The study recommends that educational leaders should ensure that public primary school teachers are provided with training on how to handle psychosocial problems.