Mathematical Modeling Approach to Assessing Math Education Levels in Secondary and High Schools: Pandemic Impact and Post-Pandemic Projections

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 study examines the comparative investigation of job motivation, perceived job stress and job satisfaction on teacher's efficacy among public and private secondary school teachers in Ekiti State, Nigeria. The study adopted a descriptive design of correlational type. A Sample of two hundred hundred fifty public and private secondary school teachers were selected using a multi-stage sampling technique. Four scales were used to collect information. Eight research questions were raised and answered in the study. Data collected were analyzed using T-test and Multiple regression analysis. Results indicated that there was a significant difference in the teaching efficacy of public and private secondary school teachers; t (248) = -3.206, p < .05, there was also a significant difference in the job motivation of public and private secondary school teachers; t (248) = -2.159, p < .05, a significant difference also was observed in the perceived stress of public and private secondary school teachers; t (248) = -3.648, p < .05 and a significant difference in the job satisfaction of public and private secondary school teachers was also observed; t (248) = -2.742, p > .05. The Regression analysis revealed that there was a joint effect of the independent variables (job motivation, perceived stress and job satisfaction) on public school teachers' efficacy (R = .598, P < .05). 34.3% of the variance was accounted for by the predictor variables when taken together. The significance of the composite contribution was tested at (P < .05). Furthermore, there was also a joint effect of the independent variables (job motivation, perceived stress and job satisfaction) on private school teachers' efficacy (R = .641, P < .05). 39.4% of the variance was accounted for by the predictor variables when taken together. The significance of the composite contribution was tested at (P < .05). It is recommended from the findings of the study that the welfare of teachers who are the engine room of secondary education is very critical to their efficacy most notably in the private secondary school section. Also, Government, employers and stakeholders in the secondary education must ensure the wellness of teachers in order to facilitate the learning process towards good teaching, self-development of teachers, students and nation at large.

Background The congruence between individual and environment is considered as congruence between individual-profession, individual-work, individual-working group and individual-organization in organizational literature (Muckinsy and Monahan, 1987). The congruence between individual and organization is examined by various aspects, including congruence of goals (Meglino, Ravlin a Atkins, 1989; Boxx, Odom a Dunn, 1991; O'Reilly, Chatman a Caldwell, 1991; Harris a Mossholder, 1996), congruence of needs and structure (Bretz, Ash a Dreher, 1989), and congruence of personality and climate (Christiansen, Villanova a Mikulay, 1997). Studies related to individual-organization congruence, focuses on values for the assessment and expression of the congruence between individual and organization. Because values are rather stable characteristics of organization and individual. Purpose The purpose of this study is to examine the congruence level between teachers' values and organizational values of school by perceptions of teachers at public and private schools in Turkey. Method The study group was 596 public primary school teachers and 577 private primary school teachers selected by using random cluster sampling procedures from public and private schools located at city centers of 28 provinces in Turkey. Data were collected by 34 item Value Scale developed by researcher. Value Scale was pre-tested with 120 teachers and internal consistency of Cronbach's alpha was computed as .98, item-total correlations ranging from .41 to .94. An exploratory factor analysis also produced a single structure factor with factor loadings greater than .30 (KMO=.95; pl.05). Data were analyzed by using Pearson moments correlation test, mean, relative variation coefficient, Spearman correlation coefficient, one-way ANOVA, t-test, Mann-Whitney U-test, Kruskal Wallis H-test, LSD multiple comparison test and staged multiple regression analysis. Findings and Results Findings indicated that the top five personal values public primary school teachers considered important were “justice”, “honesty”, “being human centered”, “trust” and “being hardworking”; respectively top five organizational values were “success”, “being hardworking”, “honesty”, quality” and “being human centered”. Five personal values that public primary school teachers considered the least important were “obedience”, “formality”, “respecting to seniority”, flexibility” and “being outcome centered”; five organizational values considered least important were “obedience”, “flexibility”, “respecting to seniority”, “empathy” and “freedom”. The top five personal values that private primary school teachers considered important were “honesty”, “justice”, “trust”, “being human centered” and “loyalty”; top five organizational values were “quality”, “success”, “being hardworking”, being outcome centered” and “social responsibility”. Five personal values that private primary school teachers considered the least important were “obedience”, “formality”, “being outcome centered”, “respecting to seniority”, “flexibility”; five organizational values considered least important were found to be “empathy”, “freedom”, “flexibility”, “being participant” and “independence”. There was a positive, moderate and significant relationship between personal and organizational values of public and private primary school teachers. The value congruence level between teachers and school was higher for private school teachers than public school teachers. The value congruence levels of private and public schools teachers did not show any significant differences by socioeconomic level of the city where teachers worked, teachers` educational background and the school that teachers graduated from. The value congruence level of the teachers working at Black Sea Region was higher than the teachers working at Marmara, Aegean, Eastern Anatolia, and Southeastern Anatolia regions. The value congruence level for the male teachers working at private primary schools was higher than the female teachers. At public primary schools, value congruence levels of classroom teachers were significantly higher than value congruence levels of subject specialist teachers. At public primary schools, value congruence level of teachers with 21 years or more experience was higher than value congruence level of teachers with less than 20 years of experience. At private primary schools, value congruence level of teachers with 11 to 15 years of experience was higher than the teachers with 10 years or less teaching experience.

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 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

DepEd through DepEd Order No. 65, s. 2003mandates the institutionalization of the research-based decision and policy making in the department. Nevertheless, in remote areas like Dinagat Islands, only few teachers, both in public and private schools, were involved in research. As baseline study for the research and development intervention program of Dinagat Division, this study aimed to find out the status, challenges and directions of research involvement of private and public school teachers in the Division of Dinagat Islands. Specifically, the study sought data on the profile of the private and public school teachers in terms of age, sex, educational attainment, length of service, and research output; the issues and challenges encountered in conducting research by private and public school teachers in the schools division of Dinagat Islands in terms of knowledge about research, financial aspect, time allotment, other motivational factors such as self-advancement, family support, and proximity/distance/accessibility; the directions of the school that would help improve research involvement of private and public school teachers as to plan of action, and technical assistance; and the significant effect of the profile of the teachers to the challenges they encountered in conducting research. The study also design a classification model discriminating the research status of the teachers as to be able to complete or not. The results of this study served as basis for a research program that would address the issues and challenges of research involvement of private and public school teachers of Dinagat Islands.The explanatory sequential design was employed and only 51 were considered as respondents of the study. The instruments used were researcher made questionnaire and a semi structured interview for teachers and school heads to suit the assessment needs of the paper. Gathered data were treated using Frequency Count and Mean, Univariate ANOVA and Discriminant Analysis. In the qualitative analysis, the researcher transcribed, coded, and analyzed the interview part for common themes.The findings revealed that both private and public school teachers encountered challenges in conducting research such as knowledge on research and financial support. In terms of school direction, motivating and mentoring/coaching are the technical assistance given to them. On the other hand, skills development, research partnerships, and rewarding are planned strategy of the school to improve the research involvement of private and public school teachers. The teachers in the public schools encountered greater challenges on time allotment in conducting research, compared to the teachers in the private schools. The teachers’ educational attainment is accounted for the expected variation of challenges they encountered on time allotment and the motivating factor family support. The knowledge and mastery of the technicalities in conducting research plays the most important contribution on discriminating the status of research of the schools in Dinagat Islands whether redssearch can be completed or not. The classification model of the status of research of the teachers based on the challenges they met in conducting researches with 76.5% accuracy is given by the functionStatus score = -0.851 Knowledge + 0.382 Financial Aspect + 0.154 Time Allotment + 0.095 Self-advancement + 0.019 Family support + 0.208 Proximity/Distance/Accessibility, where the status is classified as not completed when score is below -0.104 and identified to be able to complete when the score is above it.

There are several intrinsic and extrinsic factors that affect the level of job satisfaction of school teachers. This study aimed to comparatively identify intrinsic and extrinsic factors of job satisfaction among public and private primary school teachers in Multan, Punjab, Pakistan. This cross-sectional study was conducted using the quantitative method, in which all public and private primary school teachers in Multan made up the total population of the study. Out of the total population size of 6330, a sample of 400 teachers was drawn through proportionate sampling techniques. A representative proportion of the sample was taken in accordance with the size of the population of each stratum, i.e., public and private, male and female. With respect to the category of school, 144 respondents were taken from private schools, and the rest (256) from public primary schools. Out of 400 respondents, 205 were female and 195 were male. Primary data was collected using a self-developed questionnaire that was built on a 5-point Likert scale with a total of 12 scales with 64 items. The overall study hypothesized that intrinsic factors such as respect, recognition, job quality, and personal growth (M = 3.04, SD = 1.0541) and extrinsic factors such as pay, promotion, management, coworkers’ behavior, training, and job security (M = 3.03, SD = 1.0437) were equally influential on teachers’ job satisfaction. Moreover, there was a significant difference in the level of job satisfaction between public and private school teachers (p = .001 < .05), indicating that private teachers were less satisfied with their jobs compared to public teachers.

Patterns of compensation of public and private school teachers


 
 
 This paper compares job satisfaction of private and public school teachers in Peshawar. Sample comprised of sixty (N=60) teachers of both genders ranging in age from 25-50 years. Thirty (n=30) were public school teachers including fifteen (n=15 male) and fifteen (n=15) female teachers, thirty (n=30) private school teachers they included fifteen (n=15) male and fifteen (n=15) female teachers. The data was collected through non-probability sampling technique from Mardan city of Khyber Pakhtunkhwa. A questionnaire was constructed for the purpose of measuring Job satisfaction for teachers. The alpha reliability coefficient was significantly high, thus ensuring the reliability of the scale. The results showed that public teachers are more satisfied with their job as compared to teachers working in private schools. It was further revealed that there was no significant difference between male and female teachers working in public schools and private 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.

The study investigated the correlation between job security and teacher retention in private and public secondary schools in Delta State. The study utilised a correlational research design. The study included a total of 21,257 teachers from Delta State, with 11,777 teachers from public schools and 9,480 teachers from private schools. The study's sample comprised 1,178 teachers from private and public secondary schools in Delta State. This number represents 10% of the total population. The selection of participants was done using the stratified sampling technique. The data gathering process utilised the Influence of Job Security and Job Retention Questionnaire (IJSJRQ). IJSJRQ underwent validation by three specialists. The reliability of IJSJRQ was determined by the use of Cronbach Alpha, which resulted in a reliability coefficient of 0.81. The data obtained were examined via the Pearson Product Moment Correlation Coefficient and t-test statistics. The findings indicated a notable correlation between job security and teacher's job retention in both private and public secondary schools in Delta State. Additionally, there was a significant disparity in job security between teachers in private and public schools in the State, with public school teachers having a more favourable situation. The researcher concluded that job security had a beneficial impact on the ability of teachers to remain in their positions. Nevertheless, the level of job stability is greater in public schools. The study, among others, recommended that secondary school administrators in both public and private institutions enhance the working environment of their teachers.

This study was conducted to assess the knowledge and attitude of married public and private school teachers towards domestic violence (DV) in Borno State, Maiduguri, Nigeria. To determine this knowledge and attitude, two objectives were raised and two null hypotheses were answered. A cross-sectional research design was used for this study. The population and sample of this study consist of both private and public primary school teachers in Maiduguri. A convenience sample was used to select 185 teachers in public schools and 185 teachers in private schools making a total of 370. The instrument used to collect data for this study was adopted from previous studies named Knowledge and Attitude of Married Teachers towards Domestic Violence in Borno State, Maiduguri, Nigeria. Descriptive statistics of frequency counts and percentages were used to analyze the demographic information of the respondents, mean and standard deviation were used for the research questions while inferential statistics of independent sampled t-tests were used to test the hypotheses at 0.05 level of significance. The result indicated that there is no significant difference in knowledge and attitude of married public and private school teachers in Borno State, Maiduguri on DV based on gender (p > 0.05). It was concluded that married teachers in public and private primary schools in Maiduguri have good knowledge of DV as a result of having a positive attitude towards DV. It was recommended that the good knowledge of DV demonstrated by these primary school teachers should be used to educate other married men and women in various communities on the need to avoid domestic violence so as to have a peaceful environment at home.

This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicated that private school teacher teach in cooperative environment, individual concentration, small group discussion and encourage students in mathematic classrooms as compared to public school teachers. They write equations to represent concept and then engage students in problem solving and practice computational skill as compared to public school teachers. Public school teachers highly believe that text book is primary instructional tool for teaching. They practice difficult problem by drill in their classes. Although Public school teachers are well trained, qualified and experienced yet they emphasize rote learning which is a big hurdle in conceptual understanding. Provision of material resources in public schools is high. Mathematic curriculum document, manipulative, measuring devices, and spreadsheets, worksheet calculators, teacher guide and computers as teaching resources are available in public schools. Whereas, helping books and calculators’ availability is better in private schools.

Purpose: Traumatic dental injuries, majority of which occur at school and primary care given by teacher, should managed as soon as possible. The knowledge and attitudes of teachers is critical for the best prognosis of traumatized teeth. The purpose of this study was to evaluate knowledge and attitudes among elementary public and private school teachers in dental trauma management.Materials and Methods: A modified three-part questionnaire comprised of questions regarding demographic data, attitude and knowledge about dental trauma was distributed to 328 teachers (public schools:164/private schools:164). The results of the questionnaire were expressed as frequency distributions. Statistical analysis was performed by version 20.0 of the SPSS statistics software.Results: The average correct knowledge score was 4.96 out of 10. Two individual predictors significantly improved the respondents’ knowledge: being more than 50 years old age (p=0.001) and more than 15 years teaching experience group (p<0.001). While 84.5% of public, 79% of private school teachers found their knowledge poor; and 85% of public, 76% of private school teachers state they're not satisfied with their level of knowledge. Private school teachers had given significantly more correct answers to the questions about dental avulsion management than public school teachers (p=0.01). There was no significant difference between public and private school teachers' knowledge regarding dental trauma management.Conclusion: The level of knowledge in dental trauma management determined in this study was unsatisfying. Programs on increasing the awareness and motivation of teachers on dental trauma management in both types of schools are recommended.

The study aimed to compare quality of early childhood education in context of assessment process in public and private schools of Bannu Division. All public and private schools of Bannu Division constituted the population of the study. The sample of the study was consisted of 360 selected schools. Learning Environment Observational Checklist was used as a research tool for data collection. All ECE classroom were observed during data collection. Statistical tool such as mean standard deviation, and independent sample t test were used. Findings suggested that teachers in private schools were more consistent in meeting parents or communicating students’ progress through reports compared to teachers in public schools. It was found that both public and private schools display nearly similar practices in preparing checklists to track children’s learning progress, though private schools show a marginally better trend. The study revealed a significant difference in the overall assessment process between private and public schools. It was also observed that overall assessment process in private schools was more effective. It was recommended that public schools' assessment process needs to improve to facilitate the children Public schools should be consistent in meeting parents and communicate students’ progress with parents Implement comprehensive assessment practices to monitor children's developmental progress in a structured manner.