Causes of Low Academic Performance in Schools of Samtse Dzongkhag

Abstract

Low academic performance in Samtse Dzongkhag may reflect interconnected challenges related to teachers, resources, parental engagement, learner characteristics, and language. This cross-sectional descriptive-correlational survey examined teachers’ perceptions of factors associated with low academic performance across schools in Samtse Dzongkhag. Data were collected from 172 teachers out of a target population of 932, yielding an 18.5% response rate. A structured questionnaire examined five domains: human resources, curriculum and teaching-learning materials, parental and community involvement, learner interest and attendance, and language-related challenges. Descriptive statistics, chi-square tests, ANOVA, and correlation analyses were employed, with Bonferroni adjustment applied to control for multiple testing. Findings indicated that 33.1% of teachers perceived some degree of teacher shortage, while 69.7% reported frequent language-comprehension difficulties among students. Teacher adequacy differed significantly by school level, while science-laboratory availability differed significantly by geographical location. Teacher confidence also differed significantly by years of service. Resource-related perceptions were positively intercorrelated, suggesting that perceived resource challenges may co-occur across domains. The findings highlight the need for targeted teacher support, equitable resource provision, strengthened parental engagement, and language-responsive instructional support. Given the reliance on teacher perceptions and the absence of objective achievement data, the findings indicate perceived associations rather than demonstrated causal effects.