This study investigates the multifaceted dimensions of job performance among non-government secondary school teachers in Bangladesh, using student perceptions as a major evaluative lens. This approach aims to offer a unique and invaluable perspective, given that students are direct recipients of teaching methodologies and classroom management strategies, thereby allowing for firsthand insights into educational effectiveness. Moreover, assessing teacher performance through student feedback can illuminate areas requiring professional development and refine educational practices to better meet student needs and academic outcomes. Data was collected from 400 students of 40 non-government secondary schools in Bangladesh using a quantitative research design. A self-administered questionnaire was used to collect the data, where all the constructs were adopted by reviewing the literature. This comprehensive evaluation highlights six components of teachers’ performance, namely, subject knowledge, communication and presentation skills, classroom management skills, customer (student) service, teamwork, and teacher leadership. Job performance of non-government secondary school teachers was found to be “high” in all six components. The findings are anticipated to offer critical insights for policymakers and educational administrators, facilitating the development of targeted interventions aimed at enhancing teacher quality and, consequently, improving the overall standard of secondary education in Bangladesh. By systematically analyzing student feedback, this study seeks to contribute to a more holistic understanding of teacher performance, extending beyond traditional evaluation metrics to incorporate the experiential realities of the learning environment.
Anwara Akter (Wed,) studied this question.