Journal of Contemporary Issues in Business and Government

Abstract

The study was conducted to see the impact of teachers’ socio-economic status on their students’
academic performance. The Study was descriptive in nature and survey method was employed
to gather the desired data to fulfill the objectives of the study. Elementary school level teachers
were the population of the study. After reviewing the literature, questionnaire for teachers’ was
designed. Six hundred and 28 teachers fromelementaryschool levelwere selected randomly.
Gathered data were systematically arranged, and coded for the purpose of analysis. Arranged
data was analyzed by applying the descriptive and inferential statistics. Frequencies and
percentage was extracted for descriptive statistics and one way ANOVA was employed to find
the impact of teachers’ SES on their students’ academic performance. Major findings of the
study revealed that their teachers’ qualification, monthly family income and level of institution
also influenced on the performance of their students. On the basis of findings it was suggested
that educational institutes should arrange the behavior modification trainings for teachers and
take the responsibility to improve teachers socio-economic status.