Asian Journal of Education and Social Studies

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.