Abstract:
The study investigates the factors influencing teacher performance in the Vavuniya district of Sri Lanka, aiming to bridge the research gap in understanding the unique challenges faced in this rural setting. The study utilized a positivist approach with quantitative research methods and convenient sampling. Data collected from 147 teachers through a self-administered questionnaire underwent statistical analysis, including exploratory factor analysis, correlation analysis, and linear regression. The research identifies the impact of various factors on teacher performance, including the working environment, rewards, superior support, societal recognition, and student interaction. The study found positive correlations between the identified factors and performance. The regression analysis revealed that teachers exhibit a positive perception of their performance, and opportunities for improvement exist, particularly in the reward system and the overall work environment. The findings highlight the importance of addressing these factors to enhance educational outcomes in the Vavuniya district. This study contributes valuable insights for stakeholders to develop targeted interventions and policies to support teacher performance and improve educational quality in rural Sri Lanka.
