Komparativno ispitivanje poslovne motivacije, opaženog stresa u vezi posla i poslovne satisfakcije na uspešnost nastavnika među nastavnicima srednjih javnih i privatnih škola u Državi Ekiti, Nigerija

Hypertension is one of the major attributable risk factors for cardiovascular diseases. It affects both high and low income groups. There is need for constant research to be done to evaluate its prevalence. This study determined the prevalence and associated risk factors of hypertension among private and public secondary school teachers in Benin City, Edo State. A cross sectional study design was employed in this study. Twelve (12) schools in Benin City were selected using a multistage sampling technique and 252 teachers were equally drafted from both public and private secondary schools using the same technique. One hundred and twenty-six teachers each from both public and private secondary schools participated in the study. A constructive standardized questionnaires was used to collect data. Blood pressures of the participants were measured using a digital blood pressure apparatus. Anthropometric measurements such as the height, weight, BMI, waist circumference and hip circumference of the participants were also taken. The data was analyzed using Statistical Package and Service Solution (SPSS) version 22.0. Level of significance was set at p < 0.05. Findings from the study revealed an overall prevalence of hypertension rate of (37.3%) for public secondary school teachers and (26.2%) for private secondary school teachers, though not statistically significant (p < 0.05). Age was found to be a significant factor of hypertension (p = 0.001) among the private secondary school teachers. The ≤ 40 years, had the highest prevalence of hypertension (63.3%) than those aged ≥ 41 years (36.7%). While teachers in public secondary school aged ≥ 41 years recorded the highest prevalence of hypertension (80.0%) than those ages ≤ 40 years (20.0%). Monthly income showed a statistical significance with hypertension prevalence (p = 0.005) among teachers in private secondary schools, with higher number of hypertensive teachers (84.8%) earning ≤ ₦49,999. A higher number of hypertensive teachers (93.6%) in public secondary school earned ≥ ₦50,000, and monthly income did not have significant impact on hypertension prevalence among this study group. BMI also influenced hypertension prevalence among the surveyed public (p = 0.022) and private (p = 0.009) secondary school teachers with the prevalence being more among public (70.2%) compared to private secondary school teacher. Family history did not show significant impact on prevalence of hypertension. The result of this study showed a high prevalence of hypertension among the surveyed groups, therefore there is need for general public health education, periodic screening and monitoring of the blood pressure of teachers to be incorporated into the school health program.

The research examines and compares public and private secondary school teachers’ perceptions about creativity as a skill that can be cultivated in their class room practices. The researcher adopted PBA, a psychological model of professional behavior analysis for analyzing professionals’ perception. Any professional expert’s positive perception is essential regarding the strategies, to handle the task properly and achieve its maximum objectives. In the present study secondary school teachers of Malir district were taken as population of the study and were divided into two clusters; public and private. For selecting the sample of 560 sizes, each sub group of the sample remained equal by using probability technique. All the clusters were collected randomly. Mixed Method was the adopted research method; quantitative analysis contributes 80% and qualitative analysis contributes20%. Survey was the research design to collect the data. Close ended questionnaire was developed for collecting quantitative data. In-depth Interview was developed for collecting qualitative data. Independent sample t-test was used to compare the groups quantitatively and thematic analysis for qualitatively. The data triangulation determined the degree of strength of their perceptions. Obtained findings depict that private school teachers’ perceptions are stronger than public school teacher regarding the issue.

The research examines and compares public and private secondary school teachers’ perceptions about creativity as a skill that can be cultivated in their class room practices. The researcher adopted PBA, a psychological model of professional behavior analysis for analyzing professionals’ perception. Any professional expert’s positive perception is essential regarding the strategies, to handle the task properly and achieve its maximum objectives. In the present study secondary school teachers of Malir district were taken as population of the study and were divided into two clusters; public and private. For selecting the sample of 560 sizes, each sub group of the sample remained equal by using probability technique. All the clusters were collected randomly. Mixed Method was the adopted research method; quantitative analysis contributes 80% and qualitative analysis contributes 20%. Survey was the research design to collect the data. Close ended questionnaire was developed for collecting quantitative data. In-depth Interview was developed for collecting qualitative data. Independent sample t-test was used to compare the groups quantitatively and thematic analysis for qualitatively. The data triangulation determined the degree of strength of their perceptions. Obtained findings depict that private school teachers’ perceptions are stronger than public school teacher regarding the issue

Teachers' time utilisation and students' enrolment in school certificate examination: implication for school leadership

Background: The School Health Service is to help children at school to achieve the maximum health possible for them to obtain full benefit from their education. This study aimed to examine the differ-ence in the knowledge and practice of school health services between public and private primary schools in Ado Ekiti.Methods: This was a comparative cross-sectional study of public and private primary schools. A multistage sampling technique was used to recruit 425 teachers in 80 public and private schools into the study. A semi-structured, self-administered questionnaire and observational checklist were used for data collection. Data were analysed using SPSS version 25. Descriptive statistics such as per-centages, the sample mean, and frequency tables were done. Inferential statistics were used to test for associations between categorical variables and statistical significance set at p-value < 0.05.Results: The mean age of the teachers in public schools was 42.0 ± 7.5 years, compared to 30.46 ± 7.2 years for teachers in private schools. Married teachers in public and private schools were 202 (92.7%) and 125 (60.4%) respectively. In the public schools, 64 (29.4%) teachers had more than 15 years’ experience and 11 (5.3%) in private schools. More than half of the teachers in both public and private schools had good knowledge of school health services, 118 (59.0%) and 89 (55.3%) respec-tively with p value of 0.477. Only 4 (10%) of the public schools investigated had good practice of school health service while it was 23 (57.5%) in private schools, this was statistically significant with p value of 0.001.Conclusions: There was no significant difference between the knowledge of school health services among teachers of public and private schools. School health services were better practiced in private schools when compared to public schools. Advocacy for strategies that promote a more comprehensive practice of school health services is especially recommended in public schools.

The success of the educational sector depends on the satisfaction and commitment of both public and private teachers. Thus, the recruitment, training, development, and growth of both sectors are vital for the overall growth of the educational sector. This research, therefore, aims to examine if there is a significant mean difference between job satisfaction and commitment of public and private secondary school teachers in the Tombel subdivision. The survey sample 253 teachers comprising of 171 teachers from public schools and 82 from private schools. The empirical analysis employed the independent t-test using SPSS version 22. The findings indicate there is no significant mean difference between public and private schools for most instruments of job satisfaction (salary growth, perceive growth opportunities, working environment, and co-worker relationship) except job security. In addition, all the instruments of job commitment (workload, employee turnover intentions, motivation, fear of loss, and Job affection) reveal a significant mean difference between public and private schools in the subdivision. The study, therefore, recommends that to close the gap between public and private secondary school teachers, the educational stakeholders should encourage both sectors by ensuring a single salary scale, ensured better working conditions, and more security in their job.

This study compared the teaching personnel's competence in secondary school student’s academic performance in Mathematics. To this end, five research questions and two research hypotheses were proposed. The data was collected from twenty secondary schools in Ijebu-Ode, Ogun State. One hundred (100) students and teachers were selected to participate in this study. The instruments used were Students’ Attitude Towards Mathematics Questionnaire (SATMQ) and Teachers’ Attitude Towards Mathematics Questionnaire (TATMQ). T-test and regression statistics were used to analyse data at 0.05 level of confidence. The findings indicated that there was a statistically significant difference between the students’ attitude towards Mathematics in public and private secondary schools. Also, there was a statistically significant difference between the professional status of teachers in public and private secondary schools. This implied that there are more professional qualified teachers in public schools than their private school counterparts which could have positive influence on students’ academic performance in Mathematics. There was, however, no statistically significant influence of teachers’ competence on students’ academic performance of public and private secondary schools in Mathematics. Invariably, this implies that teaching personnel competence is not the only contributing factors on students’ academic performance in Mathematics. Therefore, there was no statistically significant influence of the students’ attitude on the academic performance of public and private secondary schools in Mathematics.

Teaching style is one of the most important aspects of student-teacher interaction patterns at the classroom level, as it directly influences the dynamics of learning and the achievement of desired educational outcomes. This comparative study aimed to investigate differences in teaching styles between public and private secondary school teachers, considering how institutional structures and resources might shape pedagogical approaches. Teachers from both public and private secondary schools constituted the population for this research, and the study followed a descriptive qualitative research design to capture nuanced differences in instructional methods. A Teaching Style Inventory (TSI) was used as the primary tool for data collection, which was pilot-tested to ensure validity and reliability before the formal data-gathering process. The collected data were analysed using frequencies, mean scores, and independent sample t-tests to compare the two groups systematically. The findings revealed that while there was no statistically significant difference between the teaching styles of public and private school teachers, the majority of educators in both sectors still adhered to traditional, teacher-centred approaches, such as lecture-based instruction, rather than adopting more student-centred, interactive methods like collaborative learning or inquiry-based techniques. These results suggest that institutional type (public vs. private) may not be the defining factor in teaching style variation, but rather, broader educational policies, teacher training programs, and cultural norms in pedagogy play a more influential role. Given the global shift toward 21st-century skills—such as critical thinking, creativity, and student autonomy—the study recommends that teachers in both sectors actively work toward modernizing their instructional strategies. Professional development workshops, peer mentoring, and exposure to innovative teaching models could facilitate this transition, ultimately enhancing the overall quality of secondary education. Future research could explore the underlying reasons for the persistence of traditional methods and assess the impact of specific training interventions on teaching style evolution. References Altay, S. (2009). Beşinci sınıf öğretmenlerinin sosyal bilgiler dersindeki öğretme stillerinin incelenmesi. Unpublished master’s thesis, Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana. Artvinli, E. (2010). Teaching styles of geography teachers. Electronic Journal of Social Sciences, 9(33), 387-408. Barrett, K. R. (2004). Comparison of Online Teaching Styles in Florida Community Colleges. Bılgın, İ., & Bahar, M. (2008). Sınıf Öğretmenlerinin Öğretme Ve Öğrenme Stilleri Arasındaki İlişkinin İncelenmesi. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 28(1). Blanch-Payne, E. D. (2001). Teaching styles of faculty and learning styles of their students: Congruent versus incongruent teaching styles with regards to academic disciplines and gender. Grasha, A. (2002). A practical guide to enhancing learning by understanding teaching and learning styles. Grasha, A. F. (1994). Discovering your best teaching styles. College Teaching, 42(4), 122-123. Grasha, A. F. (1995). Teaching with Style: The Integration of Teaching and Learning Styles in the Classroom. The Professional and Organizational Development Network in Higher Education. Grasha, A. F. (2003). The dynamics of one-on-one teaching. College Teaching, 50(4), 139-146. Grasha, A. F., & Yangarber-Hicks, N. (2000). Integrating teaching styles and learning styles with instructional technology. College teaching, 48(1), 2-10. Gülten, D. Ç., & Özkan, E. (2014). Ilköğretim Öğretmenlerinin Öğretim Stillerinin Çeşitli Değişkenler Açisindan Incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (23), 192-217. Işıkoğlu, N., Baştürk, R., & Karaca, F. (2009). Assessing in-service teachers’ instructional beliefs about student-centered education: A Turkish Perspective. Teaching and Teacher Education, 25(2), 350-356. Johnson, C. S. (1999). A comparison of the teaching styles of full-time and part-time community college faculty (Doctoral dissertation, Florida Atlantic University). Kılıç, F., & Dilbaz, G. A. (2013). Fen lisesi öğretmenlerinin öğretim stillerinin çeşitli değişkenler açısından incelenmesi. The Journal of Academic Social Science Studies, 6(6), 715-738. Ünal, G., & Akpınar, E. (2006). To what extent science teachers are constructivist in their classrooms? Journal of Baltic Science Education, 2, 40-50. Uredi, I., & Üredi, L. (2009). Yapilandirmaci Öğrenme Ortami Üzerinde Etkili Olabilecek Bir Değişken: Öğretim Stili Tercihi. Education Sciences, 4(4), 1171-1185. Üredi, L. (2011). Ilköğretim öğretmenlerin öğretim stili tercihleri ile demografik özellikleri arasindaki ilişki. Education Sciences, 6(1), 1129-1141. Üredi, L., & Güven, Y. (2007). İlköğretim I. ve II. kademe öğretmenlerinin öğretim stili tercihlerine göre öğretmenlik mesleğine ilişkin algılarının incelenmesi. Vaughn, L. M., & Baker, R. C. (2008). Do different pairings of teaching styles and learning styles make a difference? Preceptor and resident perceptions. Teaching and learning in medicine, 20(3), 239-247. Vaughn, L., & Baker, R. (2001). Teaching in the medical setting: balancing teaching styles, learning styles and teaching methods. Medical teacher, 23(6), 610-612. Whittington, M. S., & Raven, M. R. (1995). Learning and teaching styles of student teachers in the Northwest. Journal of Agricultural Education, 36(4), 10-17. Wilson, S. L. (1997). The effect of two teaching styles on children's skill performance and task analysis ability (Doctoral dissertation, University of Virginia).

The aim of this research study was to investigate the relationship between career barriers, perceived professional social support and hopelessness level among female teachers of both private and public sectors. The research was quantitative in nature. An adapted questionnaire comprising of 45 close- ended statements was administered to a sample of 100 schoolteachers, 50 from public school and 50 from private secondary female school teachers in which there were 4 private schools and 4 public schools of Lahore. The sampling strategy used was convenience sampling. Parametric and non-parametric tests were used to examine the data. The study revealed no correlation between career barriers and feelings of hopelessness among private school teachers, although there was a strong relation between career barriers and professional social support among teachers. Among public school teachers, there was no significant relationship found between career barriers and both teacher professional social support and hopelessness levels. Furthermore, when comparing the three parameters between public and private school teachers, the findings revealed a significant difference in terms of career barriers between public and private school teachers. However, no significant difference was found in terms of teacher professional social support between private and public-school teachers. Additionally, there was statistically no significant difference between public and private school teachers in their hopelessness level. It is recommended that workshops, training sessions and seminars should be arranged to provide knowledge to both public and private school teachers about how to overcome career barriers.

The purpose of the study was to establish teachers’ perception on integration of information communication technology in teaching and learning in secondary schools in Uasin Gishu County. The study was guided by the Minimalism theory. The study utilized ex post facto research design. The target population included all private and public secondary schools in Uasin Gishu County and all teachers in private and public secondary schools in the county. Stratified and simple random sampling procedures were to select the respondents for the study. The study utilized questionnaire and observation schedules for data collection. The study concluded that most of teachers in public and private secondary schools in Uasin Gishu County had favorable perceptions of availability of ICT infrastructure in their school, The study further concluded that both private and public secondary teachers in Uasin Gishu County had favorable perceptions of availability of plans for ICT integration in teaching in their school and that there is a significant relationship between public and private secondary teachers mean perception scores on ICT integration in Uasin Gishu County. the study recommended that the county Government of Uasin Gishu should provide ICT infrastructure in both private and public secondary schools and The principals and school managers in Uasin Gishu County should develop ICT integration plans at the school level which should inform the process of integrating the same in classroom teaching and learning.

This research aims to explore cultural distinctions and investigate the adaptability of foreign teachers in both public and private secondary schools. A mixed methods approach was employed, utilizing semi-structured interviews and questionnaires as study instruments. The study instruments included the Self-Perceived Communication Competence Scale (SPCC), Intercultural Sensitivity Scale (ISS), and Tromso Social Intelligence Scale (TSIS). Data analysis relied on descriptive statistics. The findings revealed that foreign teachers in both public and private secondary schools demonstrated the highest levels in three key factors: Friends, Interaction Attention, and Social Information Processing. These factors corresponded to self-perceived communication competence, self-reported intercultural sensitivity, and social intelligence, respectively.

The teacher is a focal point among the various agents of education who see to the advancement and development of a nation. This comparative study examined the job satisfaction and retention amongst basic school teachers at Ledzokuku Krowor Municipality in the context of Herzberg’s Two Factor Theory. Specifically, the study will explore the impact of motivator and hygiene factors between public and private basic school teachers, identify the significant difference between public and private school teachers in their hygiene factors, measure the level of job satisfaction variables that are responsible to discriminate private and public school teachers and to find out factors of job satisfaction that influence teacher retention between public and private basic school teachers. The adapted version of Minnesota Job Satisfaction Questionnaire was used to collect quantitative data from 210 basic school teachers using descriptive statistics and inferential statistical techniques while the interviews conducted were analysed qualitatively through content analysis. For the qualitative data, 12 senior management teachers and those who indicated they were leaving or had left were purposely selected and interviewed in focus groups. Interviews were recorded using a digital voice recorder (Olympics VN-713PC) then translated verbatim. Interview transcripts were uploaded to NVivo10 software (QSR International Pty Ltd). Different codes were identified into potential themes and all important coded extracts were collated within the identified themes. The independent samples t-test results showed that there is a significant difference in job dissatisfaction variables of basic school teachers. High scores on salary, job security, policy, working conditions and low scores on status, relation with supervisors and subordinate are predictive of private schools teachers. This analysis suggests that private basic school teachers were more dissatisfied with their hygiene factors of job satisfaction than their counterparts in the public sector. It was recommended that the Ministry of Education and other stakeholders should develop a policy framework that will culminate into developing a Teacher Support and Motivation Framework (TSMF). Keywords: Herzberg Theory, Hygiene Factors, Job Satisfaction, Motivator, Private and Public Basic School, Teachers, Retention DOI: 10.7176/JEP/12-3-16 Publication date: January 31 st 2021

Understanding teacher readiness for Sustainable Development Goal (SDG) instruction is crucial. This study investigated Qatar’s preparatory and secondary public and private school teachers’ perceived readiness to teach Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) across three dimensions: alignment, capabilities and engagement. Although all teachers surveyed (N = 965) self-reported high readiness rates (∼80%), important differences emerged between private and public school teachers. Private school teachers reported more alignment, enhanced capabilities and increased engagement with ESD/GCED than public school teachers. GCED themes were taught more frequently than ESD themes for both school systems. Detailed discussion regarding these results is provided.

Job satisfaction is a favourable feeling toward one’s job. However, job dissatisfaction is a negative feeling about a job. The purpose of the current study was to investigate and analyze the levels of job satisfaction of female and male teachers in private and public secondary schools in Lahore, Pakistan. The targeted population selected for this cross-sectional quantitative study was teachers of the private and public schools of Lahore, Pakistan. The study sample was selected through a convenience sampling design. The final sample comprised 500 male and female secondary school teachers. The survey was self-administered, based on a structured questionnaire consisting of 36 items. For data analyses, descriptive statistics and inferential statistics were used to analyze the gathered data. One-way ANOVA and an independent sample t-test were used to find the difference in job satisfactions by categorizing them according to their, experience, qualification, age, gender, and type of institution (public vs. private). The results indicated that female teachers were more satisfied than the male teachers. A significant difference was found between the job satisfactions in terms of salaries (F =2.610, p < 0.075), supervision (F = 3.534, p < 0.030), fringe benefits (F =5.761, p < 0.003), promotion (F =2.396, p < 0.092), and nature of work (F =4.400, p < 0.013). Furthermore, public secondary schools have more facilities and benefits as compared to private schools. It is suggested that the Executive District Officers (EDO) must include some strategies and teachers’ welfare packages for public or private secondary school teachers. However, future studies can indicate their research towards other factors, which might be considered as a prime predictor for teachers' job satisfaction.

The study examined the relationship between biology teachers’ qualifications and students’ academic performance in biology in public and private senior secondary schools in Benue State, Nigeria. A descriptive correlational survey design was used for the study. Three research questions and three hypotheses guided the study. The population comprised biology teachers and students in government-approved public and private schools in Benue State. The sample consisted of 100 teachers and 200 students randomly selected from 50 senior secondary schools (25 public schools and 25 private schools, respectively) using purposive sampling technique. The Biology Teachers Qualification Checklist (BTQC) and past examination results of students in biology were used for data collection. The data collected were analyzed using percentages, independent t-tests, and Pearson Product Moment Correlation (PPMC). The findings revealed that the difference between the percentage of qualified biology teachers in public and private secondary schools is statistically significant in favor of biology teachers in public senior secondary schools (t = 0.055, P < 0.005). It was also found that there is a significant relationship between teachers’ qualifications and students’ academic performance in biology in both public (r = 0.899, P < 0.005) and private senior secondary schools (r = 0.794, P < 0.005). The study recommended, among other things, that the state ministry of education and all stakeholders should ensure that, irrespective of the school’s status, qualified biology teachers are available to cover the syllabus, and regular workshops should be organized for biology teachers to enhance their competence levels to improve students’ academic performance.