Phonetic description of the voice of teachers from public schools in São Paulo

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 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.

Mental stress is now a day’s common problem among female school teachers. Mental stress is most commonly being seen when demands of a situation exceed the personal resources that the individual can bring to bear on them at that moment. This comparative cross-sectional study was carried out from January to December 2019 to compare the level of mental stress between selected private and public female school teachers in Dhaka city. Sample size of the study was 263. Among them 191 from private schools and 72 from public schools. Majorities (61.3%) of respondents are age 25-36 years in private schools and 48.6% had age 37-48 years in public schools. Average monthly income of female teachers 17933.61 BDT and 36223.61 BDT in private and public schools respectively. Majority (57.6%) had moderate stress and 42.4% had low stress in private schools. 62.5% had moderate stress and 37.5% had low stress in public school female teachers which was significant (p=0.046) in graduate level of education. Severe workload among female teachers, 68.7 % were found moderate stress which was significant (p=0.042) in private school. In public teachers who had severe workload, 74.4% were found to be having moderate stress. Moderate stress was significant with non-flexible working hours in both private (p<0.001) and public (p=0.001) female school teachers. Support of boss was significantly associated (p<0.01) with moderate stress in public school. Moderate stress was significantly associated with satisfaction with current teaching profession in both private (p<0.001) and public (p=0.003) schools teachers. Mean perceived stress score (16.48±4.045 and 19.16±3.630) was significantly (p=0.007) different respectively between sufficient and non-sufficient leisure hours in public school. Mean perceived stress score (19.94±4.195) was significantly different (p=0.012) not satisfied at decision making in Private schools. Mean perceived stress score by selected attributes was significantly different between salary satisfaction in female teachers of private (p=0.001) & public (p=0.022) schools and also significantly different among different educational level of husbands in private (p=0.006) and public (p=0.053) school teachers. Mean perceived stress score was significantly different (p=0.005) among different duration of teaching profession in public school teachers. In developing country like Bangladesh, teaching is considered as one of the stressful professions. Mental stress among female teachers needs to be prevented and reduced which should be focused. Necessary actions need to their pay structure, general status, working conditions, and workload and school environment.

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.

Patterns of compensation of public and private school teachers

Schools should be enabling environments that promote learners’ holistic growth. However, this is not always the case in public schools in township areas in South Africa because public schools struggle to protect children’s rights while also coming up with relevant and appropriate strategies to deal with learners’ indiscipline without violating their rights. Couched in the theory of Ubuntu as a research framework, this qualitative theoretical paper analysed the factors prohibiting the implementation of human rights education in South African public schools. This paper employed a literature review and content analysis of secondary data to answer two major questions: What are the factors prohibiting the implementation of human rights education in South African public schools? Which framework can be used by teachers to advocate for the implementation of human rights education in public schools? The paper revealed that human rights education has the potential to enforce Ubuntu to stabilise and create peaceful environments in schools. Considering this argument, the study recommends that a structured method of collaboration with NGOs, schools and community-based partners that could participate in the provision of services focused on fostering peaceful education should be actively considered by the DBE. This paper contributes to the ongoing debates and discussions on the introduction of human rights education as one of the measures to curb violence in public secondary schools and the promotion of human rights to promote the values of ubuntu within the learning environments. Keywords: Human Rights Education, Ubuntu, South African Public School

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.

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.

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.

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.

This study focused on the spatial analysis of socio-demographic characteristics and stress management among female teachers in public secondary schools in Rivers State. The research design employed for the study was a pretest-posttest control group design. The population for the study consisted of 3,461 female secondary school teachers in Rivers State with a sample size of 376 selected using the multi-stage sampling procedure. The instrument for data collection was a structured questionnaire with a reliability coefficient of 0.87. Data were analyzed using mean, standard deviation (SD) and analysis of covariance (ANCOVA) set at 0.05 alpha level. The result of the study showed that, the intervention had a significant effect [F(1,198)=0.16, P< 0.027] on stress management strategies among female civil servants (teachers), The result of the ANCOVA showed that the intervention had no significant effect [F(7,138)=0.31, P< 0.78] on the stress management strategies among female civil servants (teachers) based on age. The intervention had no significant effect [F(5,138)=0.04, P< 0.61] on the stress management strategies among female civil servants (teachers) based on their years of work experience. Also, the intervention had no significant effect [F(5,138)=0.03, P< 0.75] on the stress management strategies among female civil servants (teachers) based on marital status. It was concluded that socio-demographic characteristics are key variables to consider when designing occupational health intervention for teachers on stress management. It was recommended among others that, the Government should make the teachers comfortable in their working place by building more offices for teachers in the public schools. This will make them to be more relaxed, focused and do their work better with minimal stress.

This study was conducted to determine the essential soft skills and managerial efficiency of teachers in public elementary schools in Division of Davao City. This study used the non-experimental quantitative research design utilizing the correlational method. The respondents were composed of 132 teachers in public elementary schools through the use of universal sampling. The data analysis was mean, pearson r and regression analysis. The findings revealed that the degree of soft skills of teachers in terms of people skills shared skills and communication skills was manifested often by the teachers. Moreover, the managerial efficiency in terms of managerial outcomes, goals and strategies is high and manifested oftentimes by the teachers. It was found out that there was a significant relationship between essential soft skills and managerial efficiency of public elementary school teachers in public schools. It showed further that the managerial efficiency of public elementary school teachers significantly influenced the essential soft skills domains. The results suggest that teachers should develop their communication skills, teamwork, leadership, time management, adaptability, problem-solving, critical thinking, work ethic, creativity and emotional intelligence in the classroom to achieve student learning growth and development.

The aim of this study was to check the integration of ICT in comparison of public and private school teachers in early childhood education. This study directed conceptual framework from theories of Diffusion of Innovation (Rogers, 2003) and from TAM model (Technology of Acceptance) by (Davis, 2003). The nature of this research was descriptive in nature and quantitative method was selected for data collection. This study based on public and private school teachers of tehsil Rawalpindi, there were 4,160 public schools’ teachers and 837 private teachers in tehsil Rawalpindi in which 320 public and 368 in private are primary teachers. Data were collected from 80 public and 80 private primary level school teachers as a sample. Five point Likert scale questionnaire was developed for data collection. Data analyzed through SPSS 21st version. Therefore, result shows that there is significant difference found between public and private schools teacher’s perception regarding effectiveness of ICT, ICT facilities, skills of teachers for ICT and assimilation of ICT in teaching in early education. Government may participate to encouraged usage of ICT in government schools for teaching and learning process

Quality has been considered a major component of education. The said research paper was designed to compare the Quality of education between Daanish and Public High Schools. Furthermore, the Quality was checked by four factors; Quality of Administration, Infrastructure, Teaching Staff, and Quality of Curriculum. By nature, it was survey type research. The population of that quantitative study was all the male and female teachers of public high schools and Daanish schools & Center of Excellence in Division Dera Ghazi Khan. The study sample was 196 teachers from Daanish schools and 457 teachers from public high schools. Data were collected by a five-point Likert scale with 50 statements and analyzed through SPSS V23; a t-test was used to compare the Quality of education between Daanish and public schools. It was found that quality of education was better in Daanish schools than in Public High Schools; with this, Quality of administration was better in Daanish schools, Quality of infrastructure, Quality of teaching staff, and Quality of the curriculum better in Daanish schools. Danish schools should be taken as a modal to improve the Quality of education in public schools.

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