Cultivating Moral Values: An Analytical Study of Current Practices in Government Primary Schools

Indoor environments, particularly in schools, are a significant source of bacterial exposure, posing a public health risk. The aim of this study was to investigate the bacterial load and associated factors in the indoor environments of governmental and private primary schools in Hawassa, City, Ethiopia, 2023. A comparative cross-sectional study design was used in March, 2023; in 56 randomly selected classrooms focusing in five governmental and five private primary schools in Hawassa, City. The bacterial load was estimated using the settle-plate method of passive air sampling. Differences in the mean bacterial load between government and private primary schools were evaluated using a non-parametric test. Multiple linear regression analysis using log-transformed data was performed. The average bacterial load in government primary schools was 8684.84 CFU/m3; while in private schools, it was 4396.43 CFU/m3. The isolated bacterial species included coagulase-negative Staphylococcus species (CoNS), gram-negative Bacillus species, gram-positive Bacillus species, and Staphylococcus aureus. A significant difference in the mean bacterial load (p=0.002) was observed between government and private primary schools with private primary schools showing lower levels. In government schools, the bacterial load was significantly associated with classroom cleanliness, occupant density, cleaning frequency, and classroom area. Conversely, the bacterial load in private schools showed strong association with the occupant density, cleaning frequency, relative humidity, and ventilation conditions. In government and private primary schools, the level of bacterial loads exceeded the WHO -criteria. This study revealed significant differences in indoor bacterial loads between government and private primary schools, with private schools showing lower levels. The correlation between bacterial load and environmental factors was distinct in each setting. As a recommendation; improving cleanliness, layout optimization, ventilation improvement, and hygiene education for both sectors, with regular air quality monitoring are crucial for tracking progress.

The topic for present study is A Comparative Study of the Factors Contributing to Excellence in Government and Non-Government Primary Schools of Kanpur Mandal .In which 120 excellent government primary schools and 120 excellent non-government primary schools are selected from rural & urban areas and comparing 240 excellent primary schools. The data from these schools is collected from 2500 respondents by the help of self-constricted Questionnaire, Opinionnaire and data collection tool. For the analysis of data Critical Ratio (CR) & Chi-squire,Mean, S.D.is being used. On the basis of data analysis ,the researcher found following conclusions-(1)-Fundamental facilities ,Teacher-taught ratio, Qualitative planning's, Sports facilities, Examination results, Educational environment, Indifferent environment regarding students, Language & Mathematical development, All-round development, Student attendance and No of working dyes of non- government primary schools are found superior to government primary schools. (2)-Teacher qualifications, Student enrollment (Blow poverty line), Obstacles besides teaching work; of government primary schools are found superior to non-government primary schools. The findings or concluding's of the study will provide help to guardian's to select superior schools, to education officers to organize primary schools & to provide then recognition, to help Research scholar's.

Since March 2020, all academic institutions have been closed due to the COVID-19 pandemic and have been encouraged online mode of education to the students in West Bengal, India. The most profound negative effect of the school closure has been noticed on primary education. This research examines how school closures in both government and private primary schools in West Bengal result in uneven teaching-learning opportunities in formal and non-formal education during the COVID-19 pandemic. The present study was conducted based on an online survey in West Bengal using a structured questionnaire. The Kolmogorov-Smirnov Test, Shapiro-Wilk Test, Pearson Chi-squared (χ2) test, and logistic regression were used to check the relationships among the variables. Based on 473 responses to an online survey administered to the parents and educated family members of 3–10 years aged children from both government and private primary schools in West Bengal. The authors' analysis shows the teaching-learning opportunities varied significantly. Further, the study revealed a noticeable gap between government and private primary schools. The study depicts that students from urban areas have more accessibility to online education than those living in rural areas. The study revealed that 98.7% of private schools and 33.7% of students from government primary schools could access online education. Statistically significant differences were observed between both categories of schools in academic affairs during the pandemic.

Purpose – This paper is an effort to identify the difference between government and private primary schools in terms of physical infrastructure, schooling costs and student's performance. Further, the paper assessed the role of physical infrastructure and schooling costs on the performance of students. The paper aims to discuss these issues. Design/methodology/approach – This study used India Human Development Survey (IHDS) data. Bivariate, trivariate, χ2 and ANOVA test, factor analyses and Theil index are used as methods of analyses. Findings – The results present a distinct picture of government and private primary school education in India in terms of physical infrastructure standards, schooling cost and performance of students. In all the three selected indicators, private primary schools remained a forerunner or outperform the government primary schools in India. Besides this, the physical infrastructure and schooling cost found to have effect on performance of students both in private and public schools. Practical implications – Since government primary schools hold more than 70 percent of total students, there is an urgent need to improve the standards of primary education in these schools. Further, efforts are needed to reduce the gaps between private and public schools in terms of its basic physical facilities and performance of students in the country. Originality/value – The paper used the IHDS to examine the existing differentials between government and private primary schools. The analysis is purely an original work.

This study aims to examine primary student teachers’ (PSTs) perceptions about the effects of pre-formed classroom culture on their professional development. In the study, a mixed method approach was used. The study group consisted of 4 year student teachers who attend a primary teacher education program leading to a B.Ed. degree at the Fatih Faculty of Education at Karadeniz Technical University. The data was collected during the spring semester of the 2011-2012 academic year, in which student teachers carried out their teaching practices in primary schools. The main data collection instruments included a preliminary questionnaire which was distributed to 178 student teachers, and a semi-structured interview. Fifteen randomly selected students were interviewed. Results indicate that pre-established classroom culture have various effects on student teachers’ professional development. Despite the presence of good teaching practices, within the pre-created climate of classrooms, limited integration with all aspects of classroom management such as communication with pupils, creating and maintaining routines, and establishing authority was reported. It is suggested that student teachers should be given more flexibility, time, or some degree of freedom in classrooms in order to convey their teaching skills and abilities to pupils for the betterment of their professional development.

The lifestyle in Saudi Arabia has changed significantly during the last few decades since oil was discovered in 1938. This discovery led to an economic revolution in Saudi Arabia. However, this resulted in people changing their eating habits, which included eating fast food due to their new work responsibilities. Therefore, some chronic diseases such as diabetes, which is one of the most widespread chronic diseases in Saudi Arabia, became more common. This study aims to investigate teachers’ attitudes towards diabetic pupils and teachers’ knowledge of diabetes as a chronic disease in governmental primary schools in a city in the Kingdom of Saudi Arabia. It is a survey-based research study of the attitudes and teachers’ knowledge of diabetes and the research used a quantitative methodology to answer the research questions. The sample of the study consisted of 59 teachers in the governmental primary male schools with mixed background variables of, for example, majors, teaching experiences, and levels of education. The study used a questionnaire in order to achieve research questions. It included two scales: the teachers’ knowledge of diabetes and an attitude scale towards diabetic students as well as the items of these two-scale knowledge tests and attitude scale developed by the researcher. The findings demonstrate that there was not a statistical difference between the teachers’ knowledge test and their six different majors. On the other hand, the teaching experience had a positive impact on teachers’ attitude towards diabetic students. Although the negative correlation between teachers’ knowledge of diabetes and their attitude towards diabetic students was small, this value could still suggest a negative correlation. The current study can lead to increased awareness of teachers and educational policy-makers to take into consideration training teachers in some common chronic diseases such as diabetes in the Kingdom of Saudi Arabia.

Effectiveness of two strategies for dissemination of sun-protection policy in New South Wales primary and secondary schools.

Introduction: Attention Deficit Hyperactive Disorder (ADHD) has been described by the American Psychiatric Association (APA, 1994) as age-inappropriate inattention, impulsivity, and hyperactivity. Children with attention deficit hyperactive disorder comprise a heterogeneous population with considerable variation across children to the extent in which they demonstrate all symptoms. Attention deficit hyperactive disorder is currently understood largely through a medical perspective, and in that context, the treatment recommended is stimulant medication. Supporting research has found that attention deficit hyperactive disorder is one of the most widely diagnosed disorders of childhood. With this in mind, educators have the responsibility to help each student to be successful in schoolAims: To know the knowledge level of primary school teachers about (ADHD), To find is there a relationship between the knowledge levels of primary school teachers about ADHD and their socio-demographic characteristics, To find there a relationship between the knowledge level of primary school teachers and their experiences about (ADHD).Objective:1. To assess the knowledge of government primary school teachers on attention deficit hyperactivity disorder in selected government primary school of Nadiad city.2. To find out the association between selected demographic variables and knowledge on attention deficit hyperactivity disorder associated between government primary school teachers in selected government primary school of Nadiad city.Methodology: Research design and setting non experimental cross sectional research design was used Setting is the physical location and condition in which data collection takes palace in a study. The study was conducted in the selected government primary schools in Nadiad city.
 Prior to data collection written setting permission obtain from District Educational Officer Kheda district and principals of varies selected government primary school at Nadiad city. The sample size considered of 50 teachers in selected government primary schools in Nadiad city.The tool consists of followingSection A:The demographic variable in that age, gender, diet, monthly family income, educational status, teaching experience, experience in special school ,experience certificate of teaching awareness or information regarding the attention deficit hyperactivity disorder of selected government primary school teachers of Nadiad city..Section B: The structure knowledge questionnaire was used in this study.Statistical Analysis used Inferential and Descriptive statistics applied where, data were analyzed by using SPSS software, and Frequency, percentage, tables etc. were used to represent the statistical data in the tables and graph and figure. Chi-square test was used to assess the significant association between the demographic and level of knowledge of government primary school teachers regarding attention deficit hyper activity disorder in selected government primary school of Nadiad city.Result: Age group 24(48%) were came from 40-49 years. According to the gender the female 37(74%). The eating pattern shows that 29(58%) are vegetarian. Monthly family income in rupees is 23(46%) had Rs.50,000-1,00,000. Educational status of the research group explore that 31(62%) had done PTC. Teaching experience shows that 19(38%) are from 21-30 years. As per the experience in special school in which 32(64%) has no any special school experience. An experience of teaching in which 34(68%) has no any certificate of teaching experience.Conclusion: The current study aim to assess the knowledge regarding attention deficit hyper activity disorder among government primary school teachers. There were total 50 government primary school teachers has been selected for the study at selected government primary school Nadiad city. To assess the knowledge regarding attention deficit hyper activity disorder researcher has prepared 25 knowledge questionnaires. The study results shows that (4%) school teachers had good knowledge regarding attention deficit hyper activity disorder, majority of school teachers (80%) had average knowledge and only (16%) had poor knowledge. There is no significant association found between knowledge and selected demographic variables of government primary school teachers. Similar study can be conduct among more samples.

The Influence of Experience on the Beginning Teacher

The paper examines the rethinking artificial intelligence in early childhood education for best global practice in primary schools in Ogun state. The study adopted a descriptive survey research design. Population comprises about 250 primary schools’ teachers in Odeda Local Government, Ogun state, Nigeria. The sample size for this study comprises of ten (10) primary schools in Odeda Local Government area of Ogun State in which ten (10) teachers were selected to make a total of 100 respondents for the study. A self-developed questionnaire was used as instrument for data collection. It was developed in closed-ended of Agree or disagree. The instrument was moderated by experts who affirmed its validity. Reliability of the instrument was determined using Cronbach Alpha and the value of 0.62 was obtained which is reliable enough for this study. Data collected were analyzed using simple percentage, mean and standard deviation statistical tools. Findings align with global studies that emphasize both the benefits and challenges of AI integration in education that AI can significantly enhance personalized learning, access to the necessary infrastructure and teacher training remains critical for successful implementation. Similarly, findings in Ogun State reflect these global trends, where AI implementation is gaining momentum but still requires targeted improvements in teacher training and infrastructure to maximize its potential. Findings also emphasize the effectiveness of AI-driven assessment systems in reducing teachers' workloads and providing immediate feedback. It was therefore recommended that Ogun State Ministry of Education should invest in teacher training programmes to build capacity for effectively integrating AI tools into classrooms, ensuring educators can maximize the benefits of AI in teaching and learning. Also, schools in Ogun State should implement AI-driven personalized learning platforms to tailor educational experiences to individual student needs, thereby improving engagement and academic performance.

Foreign language anxiety (FLA) has been found among language learners in all educational contexts investigated. There is strong consensus as to the negative effects of FLA on various aspects of language learning, but also on teaching, affecting language use and teaching approaches. In primary language teacher education, FLA must be counteracted both for the sake of student teachers but also their future learners, as striving to alleviate FLA will be a crucial aspect of their profession. The current study investigated FLA among 193 Swedish pre-service non-native generalist teachers or English, by use of a questionnaire about oral classroom interaction. Results revealed that a third of student teachers experienced recurrent FLA. Furthermore, the instrument had previously been used with primary learners of English in the same educational region, which allowed for a comparison of levels and triggers of FLA (Nilsson, 2019). Student teachers reported more negative affect than young learners, and also confirmed the same contextual triggers of FLA. In light of the results, challenges and opportunities in relation to generalist language teacher education are discussed. In sum, explicitly addressing FLA during their education is a way of better preparing all student teachers for their future professional practice in primary school.

This quantitative study aims to investigate Teachers’ Insights on the Implementation and Significance of Career Guidance in Elementary Schools, with the intention of influencing elementary school policy and practice. Career counseling is regarded as a very important element for students. Teachers' perceptions of the need for career counselling services at the elementary school level are examined in this study, with a focus on the link between their opinions and their perceptions. Two primary goals serve as the foundation for this study: 1) to examine the perception of teachers towards the current status of career counseling services at elementary level and 2), to identify the perception of teachers towards the need of career counseling services at elementary level .Quantitative research design used in the present study. 378 elementary public school teachers and 44 public school were overall population of the study at sector Nilore Islamabad. Target population was 180 elementary public school teachers. Sample of the pilot study was 21 elementary public school teachers from 6 public elementary school. Final study of sample was 123 elementary public school teachers from 35 public elementary schools at sector Nilore Islamabad were selected. Simple random sampling technique was used for the selection of sample from public elementary schools. Questionnaire was developed and distributed among teachers in order to collect data. According to 87.0% of respondents, a significant percentage believe that career counselling services are crucial for supporting and improving academic achievement for both boys and girls. The broad belief that career advice is crucial for fostering students' future success is demonstrated by the 84.3% of respondents who agreed. There is broad agreement on the importance of career counselling, as seen by the 83.6% of respondents who agreed. 74.7% shows that there is broad agreement about the need of offering counselling services tailored to a student's gender in order to better meet their unique needs for career development. According to 72.6% of respondents (Agree + Strongly Agree), career counselling programs are essential in reducing elementary school pupils' likelihood of committing crimes. Very few people answered 1.4 percent (2 individuals) strongly disagree. According to 2.1% (3 respondents), there is minimal opposition to the idea that career coaching aids students in overcoming their challenges. The results showed that although teachers acknowledge the value of career counselling in promoting students' growth and directing their future goals, many of them claim a dearth of official programs and inadequate training. Their views of the need for improved counseling services are influenced by this disparity. The study comes to the conclusion that in order to effectively assist students in their career exploration, career counseling has to be improved via focused professional development and resource allocation. To build a supportive atmosphere for professional development in primary school, recommendations include putting in place training programs for teachers, setting up organized counseling services, and encouraging community involvement.

This quantitative study aims to Perceived Role of Career Counseling in Early Education: A Study of Elementary School Teachers, with the intention of influencing elementary school policy and practice. Career counseling is regarded as a very important element for students. Teachers' perceptions of the need for career counseling services at the elementary school level are examined in this study, with a focus on the link between their opinions and their perceptions. Two primary goals serve as the foundation for this study: 1) to examine the perception of teachers towards the current status of career counseling services at elementary level and 2), to identify the perception of teachers towards the need of career counseling services at elementary level .Quantitative research design used in the present study. 378 elementary public school teachers and 44 public school were overall population of the study at sector Nilore Islamabad. Target population was 180 elementary public school teachers. Sample of the pilot study was 21 elementary public school teachers from 6 public elementary school. Final study of sample was 123 elementary public school teachers from 35 public elementary schools at sector Nilore Islamabad were selected. Simple random sampling technique was used for the selection of sample from public elementary schools. Questionnaire was developed and distributed among teachers in order to collect data. According to 87.0% of respondents, a significant percentage believe that career counselling services are crucial for supporting and improving academic achievement for both boys and girls. The broad belief that career advice is crucial for fostering students' future success is demonstrated by the 84.3% of respondents who agreed. There is broad agreement on the importance of career counselling, as seen by the 83.6% of respondents who agreed. 74.7% shows that there is broad agreement about the need of offering counselling services tailored to a student's gender in order to better meet their unique needs for career development. According to 72.6% of respondents (Agree + Strongly Agree), career counselling programs are essential in reducing elementary school pupils' likelihood of committing crimes. Very few people answered 1.4 percent (2 individuals) strongly disagree. According to 2.1% (3 respondents), there is minimal opposition to the idea that career coaching aids students in overcoming their challenges. The results showed that although teachers acknowledge the value of career counselling in promoting students' growth and directing their future goals, many of them claim a dearth of official programs and inadequate training. Their views of the need for improved counseling services are influenced by this disparity. The study comes to the conclusion that in order to effectively assist students in their career exploration, career counseling has to be improved via focused professional development and resource allocation. To build a supportive atmosphere for professional development in primary school, recommendations include putting in place training programs for teachers, setting up organized counseling services, and encouraging community involvement.

PurposeThe purpose of this paper is to determine the extent of total quality management (TQM) practices in primary schools based on teachers' perceptions, and how their perceptions are related to different variables.Design/methodology/approachIn this study, a survey based descriptive scanning model was used. This study was carried out in Malatya city centre on teachers working at primary schools. Using stratified sampling method, 21 schools and 420 teachers working in these schools were selected randomly. A total of 396 of the questionnaires were validated and evaluated. A total of six‐dimensioned and a 60‐itemed questionnaire was administered to these teachers. Data were analysed by SPSS program.FindingsIn the perceptions of teachers, there were some problems with the indicators of TQM practices, especially on the dimension of change management. There were significant differences among teachers' perceptions on TQM practices depending upon the variables of branch, level of education and tenure, while there were no meaningful differences according to the gender variable.Practical implicationsThe findings reveal the need for an effective change management, educating staff and utilizing human resources to attain a system‐wide quality improvement, to implement the principles of TQM.Originality/valueQuality improvement is a continual process that should be taken up from the operational level to senior management. Primary schools, as the basic subsystem of educational super‐system, affect upper level schools with their outcomes. So TQM efforts at primary schools are fundamentally important to achieve a high quality education system. This paper sheds light on how to improve quality at this basic level.

Aim: To provide a summary of the recent data on the nutritional status of school-aged children in developing countries and countries in transition and identify issues of public health concern. An assessment of the nutritional status of students in governmental primary schools in U.A.Q.Methods: A retrospective study was conducted from 2016 to 2017 on the nutrition status of Grade 1 school children in Government primary schools. The data was collected from questionnaires that were distributed routinely.Results: A total of 317 students from 7 different primary public schools in UAQ, with an age range from 5-7 years. Students with Chronic diseases, congenital anomalies, and hereditary diseases were excluded. The available data indicate that the nutritional status of the students in the reviewed schools is adequate. Where it has shown that mean body mass index (BMI) was 15.2. Underweight, Overweight obesity was not prominent with a percentage of 12% and 10 % respectively. As for anemia, only 7% were diagnosed biochemically. With the mean hemoglobin of 12.1 mg/dl overall. Conclusions. The available data indicate that malnutrition is not a health issue in primary students in UAQ primary public schools. These findings emphasize the impact of the school health program on primary students.