ISSN: 2222-6990
Open access
Teaching performance is a key indicator of teacher quality, particularly in primary education where teachers shape students’ early academic, social, and emotional development. This study examined the relationship between teacher self-competencies, job engagement, and teaching performance among primary school teachers in Qatar. It also tested the mediating role of job engagement in the relationship between self-competencies and teaching performance. A quantitative correlational design was employed using survey data collected from 331 teachers working in government primary schools in Qatar. The research instrument measured three main constructs: teacher self-competencies, job engagement, and teaching performance. Data were analysed using descriptive statistics, one-sample t-tests, Pearson correlation, and regression-based mediation analysis. The findings showed that teachers reported a high level of teaching performance, with a mean score of 4.73. The results also revealed a strong positive and statistically significant relationship between teacher self-competencies and teaching performance, with r = 0.666 and p = 0.000. The mediation analysis indicated that job engagement partially mediated the relationship between teacher self-competencies and teaching performance. This suggests that teachers’ perceived competencies contribute to teaching performance directly and indirectly through their engagement in work. The study contributes to the literature by offering empirical evidence from Qatar’s primary school context and by positioning job engagement as a motivational mechanism that helps explain how teacher self-competencies are translated into teaching performance. The findings highlight the need for professional development and school leadership practices that strengthen both teacher competencies and engagement.
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