Influence of Eye Care Intervention Program and Teachers' Productivity on Pupils' Academic Performance: Enhancing the Potential for Sustainable Development Goals Four (SDGS-4)

Objective: This study investigates the influence of eye care intervention programs and teachers' productivity on pupils' academic performance, focusing on enhancing educational outcomes in alignment with Sustainable Development Goals Four (SDGs-4). Theoretical Framework: This study, grounded in Urie Bronfenbrenner's Ecological Systems Theory, explores how environmental systems affect development. It examines teacher-pupil interactions (microsystem), parent-teacher relationships (mesosystem), policy and health services (exosystem), and broader socio-economic factors (macrosystem), with temporal changes considered. Method: A 5-point Likert scale instrument and a multistage random selection technique were employed to draw a sample of 323 beneficiaries. Regression analysis assessed the impact of teacher productivity, eye treatment, and demographic factors on academic performance. Results and Discussion: The results reveal that teacher productivity boosts the positive impact of eye screening and treatment on academic performance by 28%, highlighting the importance of effective teaching. Eye treatment shows a marginally positive effect, with larger families enhancing educational benefits by 14%. Parents' occupation, however, has a negligible impact on academic performance in the context of eye care interventions. Research Implications: Educational policies must integrate health interventions with strategies to improve teacher productivity, considering family dynamics. Theoretically, this highlights the interplay between health and education, practically advancing comprehensive approaches to optimize student learning outcomes and support SDGs-4. Originality/Value: This research contributes to the existing literature by providing empirical evidence on the combined effects of health interventions and teacher productivity on academic performance. It highlights the need for interdisciplinary approaches to improve educational outcomes and informs policymakers.