Sway of Demographics on Teaching Efficiency of the Islamic Studies and Arabic Language Teachers: Sequential Equation Modeling Approach

Abstract

The objective of this study was to examine the influence of various demographic factors on teacher efficiency ratings, utilizing a quantitative approach for analysis. The data were collected analyzed to determine the predictive capabilities of specific demographics, including years of teaching experience, income after loan, gender, age, civil status, and educational attainment. The findings indicate that years of teaching experience, income after loan, gender, age, and civil status were statistically significant predictors of teacher efficiency ratings. Specifically, increased teaching experience and higher income after loan correlated with lower efficiency ratings, suggesting challenges in sustaining teaching effectiveness over time. Additionally, age and marital status were found to exhibit negative associations with efficiency ratings. Conversely, Islamic educational attainment was positively correlated with teacher efficiency ratings, signifying that higher levels of this educational background enhance teaching effectiveness. However, secular educational attainment and grade level did not significantly affect teachers’ efficiency. These results contribute to the existing literature on teachers performance, underscoring the importance of identifying key demographics predictors of teaching efficiency.