Non-government Schools Research Articles

Comparing Physical Education Facilities: an Assessment of Government and Non-Government Schools in Tripura

Comparing Physical Education Facilities: an Assessment of Government and Non-Government Schools in Tripura

Student's Perception towards ICT Use in Government and Non- Government Schools of Surkhet District

This article delves into students' perceptions of Information and Communication Technology (ICT) use in government and non-government schools in Surkhet District. The main objective of the article is to explore the perception of students towards the use of ICT in government and non-government school in Surkhet district. In this article, a mixture of article methods is used including both quantitative and qualitative approaches. All the secondary level students in 18 schools of Surkhet district was the population of the article. Among the students of 18 schools, 424 were selected as sample. Questionnaires were used as the source for the data collection. The article used the statistical tools like Regression analysis to find out the perception of the students towards ICT use in schools. Data collected from both school types revealed demographic distributions and attitudes toward ICT. Government school respondents were primarily aged 12-13, while non-government schools had more respondents across all age groups. Males were the majority in both. The regression model analyzing students' perception of ICT use displayed a moderately strong positive correlation (R = 0.610), with 37.2 percent variance explained by factors like Access to Personal Device, Digital Literacy, Access to School IT Resources, and ICT Integration in Curriculum. Constructs showed good reliability and validity, affirming measurement accuracy. Results highlighted the positive impact of examined factors on ICT use, underlining the significance of resource access, digital literacy, and curriculum integration. Non-government schools had higher mean scores in computer and internet skills, possibly due to infrastructure or resource differences. Notable disparities existed between government and non-government schools in combined school and home ICT use and confidence levels, with gender differences also noted, warranting further exploration or intervention. The article underscores the need for improving access to resources, enhancing digital literacy, and integrating ICT in curricula to positively influence students' perceptions and use of ICT.

Study of the family environment of students studying in government and non-government upper primary schools

The study of the family environment of students studying in government and private upper primary schools is an important topic. It helps in understanding their family context, social structure, economic status, and motivational environment. The families of students studying in government upper primary schools are often economically weak, and their infrastructure usually depends on government schemes. The families of students studying in these schools are often socially organized, and they have more knowledge of leadership and social change in society. There is more support for education in the families of students, and this supports their education. The message of understanding the importance of education is often propagated more intensively among the families of students. The families of students studying in private upper primary schools are often socially diverse, and this gives the students a diversity of experiences. The families of students studying in these schools are usually financially stable, and this gives them more resources. The level of enthusiasm and support for education is higher in the families of students, and they have more freedom in making decisions regarding their education. The families of students studying in these schools are more insistent in participating and supporting the students in their studies. The difference and importance of the family environment of students studying in government and non-government upper primary schools can be understood. Findings from the research study - No significant difference was found in the family environment of male students studying in government and non-government upper primary schools. No significant difference was found in the family environment of female students studying in government and non-government upper primary schools.

What kind of English teacher do they want? Learning area-specific role preferences and requirements in Australian non-government school job advertisements

ABSTRACT In addition to aligning with context-specific expectations of policymakers, initial teacher education of secondary English teachers can consider schools’ needs. Furthermore, schools may decrease attrition when they recruit teachers who meet their role requirements. To explore the learning area-specific role preferences and requirements of Australian non-government schools, a hybrid content analysis of N = 130 job advertisements was undertaken. Findings highlight three related but also distinct role preferences and requirements in relation to experience, qualifications and related knowledge, and English advocacy. It was also found that around one in five jobs were explicitly open to employing recent graduates. Job advertisements typically had poor coverage of learning area-specific role preferences and requirements, and only around a quarter of advertisements were seeking an applicant with suitable qualifications to teach in the English learning area. With reducing teacher attrition a key goal, schools could consider providing more detail in job advertisements to enable applicants to consider their skills and preferences in relation to the diverse needs of the secondary English teaching role.

Teacher's Self-Esteem and Job Satisfaction: Pilot Study in Chittagong Region

This study was an attempt to investigate the self-esteem and job satisfaction of teachers as a function of types of teacher and institutions. To collect data, participants were selected purposively, Total 120 respondents were selected. Among them 60 were college teachers (30 were from government and 30 from non-government college). In addition, 60 were school teachers (30 were from government and 30 from non-government schools) were selected. The Bangla version of "Job Satisfaction Scale" (Rahman, 2003) and "Self-esteem Scale" (Ilyas 2003) were used to measure job satisfaction -and self-esteem of the teachers. Data were analyzed by mean, standard deviation, Pearson Product Moment Correlation and two-way analysis of variance (ANOVA). The findings of the presentstudy showed that Government teachers are found having significantly more self-esteemed (F= 5:7.1, df = 1, p < 0.02) than non-government teachers. But types of teacher were no significant effect on self-esteem. On the other hand, institutions were found having no significant effects on the job satisfaction at the teachers. However, college teachers were found having significantly more job satisfaction {F= 9.00 df = 1, p <0.00) than school teachers. Results also showed positive correlation (r = 0.17, p < 0.01) between job satisfaction and self-esteem of the teachers. The Chittagong Univ. J B. Sci. 8(1&2): 107-116, 2013

The effect of abolishing the New Schools Policy on the provision of schools and enrolments in Australia

ABSTRACT Australia has been an enthusiastic embracer of school choice and has one of the highest levels of public funding for non-government schools. The 1996 election of John Howard’s conservative government is a point of interest as it is often framed as a period of political and ideological attacks on public schooling. A key policy move was the abolishment of the New Schools Policy. The New Schools Policy withheld public funds from helping to establish new non-government schools in areas where there was already adequate supply. Using large-scale data sets on supply (number of schools) and demand (enrolment), time-series analysis demonstrates that while the non-government schools have grown (in real and market share terms), the abolishment of the New Schools Policy did not lead to a shock in enrolment numbers. However, the subtle shift from a needs-based to entitlement logic fundamentally altered the landscape of Australian school-based education ever since.

Menstrual health and hygiene knowledge among post menarche adolescent school girls in urban and rural Tanzania.

Adolescent girls' capacity to lead healthy lives and perform well in school has been hampered by their lack of awareness about menstruation and the requirements for its hygienic management. Lack of enabling infrastructure, improper menstrual supplies, and limited socioeconomic support for good menstrual health and cleanliness are characteristics of schools in Africa South of the Sahara. We evaluated school-age girls' knowledge of menstrual hygiene and identified bottlenecks that could affect policy and programming for menstrual health and hygiene. A school-based cross-sectional study involved 8,012 adolescent school girls in the age group of 11-18 years (mean age = 14.9 years). The study evaluated students' knowledge of menstrual health and hygiene (MHH) from the viewpoints of schools and communities using a combination of qualitative and quantitative approaches. Data was collected using self-administered surveys, focus group discussions, in-depth interviews, and site observations. Girls' older age (AOR = 1.62, P 0.001), having a female guardian (AOR = 1.39: P = 001), and having a parent in a formal job (AOR = 1.03: P 0.023) were positively associated with Menstrual health and Hygiene Knowledge. MHH knowledge levels varied significantly between girls attending government (53.3) and non-government schools (50.5%, P = 0.0001), although they were comparable for girls attending rural and urban schools. Only 21% of the study's schools had at least one instructor who had received training in MHH instruction for students. We have established that the majority of adolescent girls in schools have inadequate knowledge on menstrual health and hygiene, and that school teachers lack the skills to prepare and support young adolescents as they transition into puberty. Concerted actions aimed at building supportive policy are paramount, for school-aged teenagers to learn about and reap the long-term advantages of good menstrual health practices.

Tourism crowding and resident approach/avoidance reactions through sustainable tourism: moderating role of proenvironmental behavior

Purpose In line with the stimulus overload theory, this study seeks a comprehensive understanding of tourism crowding by examining residents’ perceived tourism crowding and their corresponding avoidance and approach reactions through sustainable tourism. In addition, the study aims to investigate whether residents’ proenvironmental behavior moderates’ tourism’s negative impacts on the local ecosystem, delving into its potential mitigating role. Design/methodology/approach Using purposive sampling, the authors engaged residents associated with government and nongovernment organizations, universities, colleges and schools, as well as individuals from the business sector encompassing hotels, restaurants and cafeterias, markets and dedicated social activists actively involved in community affairs. Findings The analysis, conducted on 920 questionnaires using structural equation modeling, demonstrates that tourism crowding exhibits a negative correlation with sustainable tourism and approach reactions but a positive correlation with avoidance reactions. Furthermore, the moderation analysis suggests that as residents’ proenvironmental behavior improves, the detrimental effect of tourism crowding on sustainable tourism diminishes. Practical implications The study presents numerous implications for policymakers and the tourism industry, emphasizing the need to comprehend residents’ perceptions of tourism crowding and sustainable tourism. It underscores the importance of engaging residents in the tourism process to achieve sustainability goals. Originality/value The novel theoretical contribution lies in applying the stimulus overload theory to examine tourism crowding and sustainable tourism, specifically from the residents’ perspectives.

Educational Challenges and Expectancy of Non-governmental Education Leaders in Armed Conflict Areas in Myanmar

Myanmar is a country with long-term internal conflict with many ethnic minority children suffering from the lack of access to quality education. To solve the issue, non-governmental schools have been built in armed conflict areas. However, the schools are dealing with many challenges such as lack of resources or threat to security. At present, there is a knowledge gap in the practices of non-governmental school leaders in tackling the challenges and their expectancy to provide quality education to their students. Therefore, this study explored the educational challenges and expectancy of non-governmental leaders from Kachin State and Shan State in Myanmar through interviews to assist policy makers and other stakeholders in crafting inclusive education in the country. There are three major parts in the findings: challenges, overcoming methods, and the opportunities the leaders are seeking. The findings suggest the urgent need of cooperation between the government and ethnic armed organisations on the education of the children, changes in national curriculum, and teacher education. Due to the sample size of this qualitative study, the findings may not be generalised for all the ethnic groups in Myanmar. However, they can help policy makers and other stakeholders with policies for inclusive education as they reflect the real life experience of those working in education sector in armed conflict areas.

Experiences of women in middle leadership – barriers and enablers

ABSTRACT This article reports on research regarding the leadership experience of women middle leaders in secondary schools. Previous research has focused on women in senior leadership in schools. Internationally, the teaching profession tends to be dominated by women, and yet in most countries, women do not occupy a commensurate proportion of senior leadership roles. Therefore, given middle leadership is a steppingstone to senior leadership, we need to further identify and understand the barriers and enablers for women navigating this layer of leadership. This qualitative study answers the following questions: Are there barriers for women to access middle leadership? If so, what? What enables women to access middle leadership? The data for this study was collected through 65 interviews with leaders undertaken in 33 non-government Australian secondary schools. A thematic analysis of the transcripts of interviews, revealed several barriers and enablers for women accessing middle leadership. The identified barriers included family and caring responsibilities, informal networking that excluded women and assumptions made by others. Enablers included structural and strategic actions by senior leaders to promote women, mentoring and relevant leadership programmes.

A Diagnostic Study on English Spelling Errors Among the Elementary School Children in India

Learning the four skills of the English language is a requirement for pupils to utilize the language effectively, given the importance of learning it for both school and profession. Spelling – an important part of writing skill – is considered to be fundamental for written texts. The real meaning of a piece of writing can be changed by spelling mistakes, making it more challenging to understand. In India, teaching spelling is frequently overlooked while teaching English as a second language. The research attempts to determine the current level of spelling proficiency among Indian primary school students as well as the gaps and issues they encounter when spelling English words. The research approach used for this investigation was a form of descriptive survey. Children attending Jalpaiguri Municipal Corporation's elementary school in West Bengal, India, served as the study's sample. Normal probability curves and Ogive were created to analyze the frequency distribution of the English Diagnostic Test results. Central tendencies of the sample and sub-samples were studied. According to the study, spelling proficiency among elementary school students differs significantly depending on whether they attend government or non-government schools, even though there is no statistically significant difference between them based on gender and the medium of instruction they receive.

The Educational System and The Factors for Sending Children to Non-governmental Schools(An analytical study)

The Educational System and The Factors for Sending Children to Non-governmental Schools(An analytical study)

Exploring Factors Influencing Problem Behavior of Rural Secondary Students in Bangladesh

Addressing student problem behavior is a leading concern for educators as behavioral issues interfere with school engagement, academic achievement, and social relationships. This study aims to explore the factors of problem behavior. It includes 24 teachers and 20 students as study participants purposively selected from five conveniently selected non-government secondary schools in rural Kushtia. Focus Group Discussion and interviews were used to collect data. The data was analyzed following the inductive content analysis technique, and the findings were presented under key themes explored. The findings show that heterogeneous factors, including parental supervision, peer influence, school environment and teachers’ role and use of technology, have a significant influence on students’ problem behavior. Teacher’s World: Journal of Education and Research, Vol. 48(2), Dec 2022, p.142-156

Parents' and teachers' perceptions of the Australian primary school food provision venues and food-related policies

PurposeThis study aims to gain an understanding from parents and teachers about the types of food provision practices and venues, and the food-related policies and rules in primary schools in Australia; and investigate any differences in the presence of policies and rules based on the school location and school type.Design/methodology/approachData were collected via two online surveys from August 2019 to March 2020. Descriptive statistics were employed to analyse quantitative responses. Respondents' written responses to food-related policies were categorised into groups.FindingsThe two most common food provision services were canteen and lunch order services (mentioned by 72 and 55% of respondents, respectively). Of the 425 respondents whose schools had a canteen (parents and teachers together), 62% reported their school implements a healthy school canteen policy. Significantly more parents compared to teachers, and more respondents from government schools compared to non-government schools stated that their school had implemented such a policy. Approximately half of the respondents (47%) stated their school had implemented other food-related policies and/or rules. These policies or rules belonged to four categories: avoiding certain foods, avoiding food sharing, avoiding food packages and promoting healthy eating.Originality/valueThis study shows the disparities exist in implementing food-related policies among primary schools in Australia. Nutrition promoters and policy planners should consider these results and find the best mechanisms to minimise the gaps in policy implementation.

Transitional pathways through middle school for First Nations students in the Northern Territory of Australia

The middle-school years (Year 7 to Year 9) is a particular challenge for socially disadvantaged populations, with high proportions of children either repeating school years or dropping out of school. In Australia, a group of particular concern is First Nations children for whom there is a collective effort by all governments to improve education outcomes, although there have been few studies of their transition through the middle-school years. This retrospective study, using individual-level linked data, followed a cohort of 7881 First Nations students for 2 years after enrolment in Year 7 (Y7) in any Northern Territory (NT) government school in the years from 2008 to 2014 to quantify the transitional pathways through middle school and identify the factors associated with faltering progress. We used multinomial multilevel logistic regression to identify the factors associated with school dropout and repeating Y7 or Y8 (Y7/8). Two years after Y7 enrolment, eight in ten First Nations students progressed to Y9 (78.8%), more than one in ten students had dropped out of school (13.3%) before reaching Y9, and one in 12 (7.9%) repeated Y7/8. The likelihood of either dropping out of school or repeating years was higher among students who were enrolled in Y7 when aged less than 11.5 years, had a low Y7 school attendance rate, moved to either interstate or non-government schools and who lived in a remote area. Students who were not born in the NT and those with a record of substantiated child maltreatment during Y7 were more likely to repeat Y7/8. Planning interventions to improve school retention through the middle-school years should consider these factors.

Exploring the Challenges of Mathematics Teaching-learning Process at Primary School Level During COVID-19

Due to COVID-19 pandamic, students all over the country had to get detached from the normal flow of education. The non-government schools of the urban areas started online education using mainly Zoom and WhatsApp media platforms. This study explores the challenges experienced by both teachers and students during the COVID-19 pandemic while involved in the mathematics teaching-learning process. The study followed an exploratory case study research design. Qualitative data were collected through semi-structured interviews via zoom/ mobile phone meetings with 10 primary school teachers and 20 students of primary level and analysed thematically. Also, 10 online primary mathematics classes were observed for data triangulation. This study explored three perspectives curriculum-related challenges, teacher’s challenges and students’ challenges. It is found that appropriateness of the content, alignment of contents concerning time schedules, curriculum objectives and teaching strategies proposed in the curriculum are the major curriculum-related challenges faced by teachers while conducting mathematics classes online. Besides, delivering the lecture, managing the class, assessing students, teachers’ lack of technological knowledge and availability of physical facilities were also identified as challenges in terms of teachers’ perspective. Another finding of this study is that students faced different challenges (e.g. technological, motivational, collaborative work, homework, feedback, and home environment) while learning through an online platform. Based on the study’s findings, the practical implications for academic institutions, curriculum developers, teachers’ trainers and policymakers have been articulated. Vol. 48 (University of Dhaka Centennial Special Issue), June 2022 p.185-203

Instrument of Augmented Reality Technology Based Biology Practicum: Psychometrics Analysis

Digital literation skills are student’s need in nowadays modern era to refine the information accurately as an education media. Supporting the digital literation is by using the proper application by applying augmented reality (AR) technology. The purpose of the research is to analyze an implementation of AR technology as an effort to improve student’s digital literation skill in Surabaya senior high schools. The method of the research is quantitative with around 500 respondents that consist of students form three non-government senior high schools in Surabaya, Indonesia. The instruments validation to measure student’s acceptance towards AR technology as a teaching media is unexplored yet. This study is to evaluate the questionnaire about AR technology towards digital literation skill. The questionnaire consists of 10 items by google form and sent by online to 500 students in Surabaya. The data is processed by statistics with data analysis using Exploratory and Confirmatory Factor analysis. The whole average scores of questionnaires point that analyzed descriptively around, 60 and 2.63 with deviation standard 0.52-0.77. The scores of Pearson correlation by the whole items is around 0.08 and 0.35. The measurement of sample fairness using Kaiser-Meyer-Olkin (KMO) analysis generate 0.796 (Primely). This study identified three dimensions of total variation explains 51.28% from 10 items. The whole items generate factor loading score 0.5. However there are 2 items that eliminated that is item 1 and item 2.

Learning from School Choice in Europe

ABSTRACT Most Western democracies have long provided public funding to non-government schools, but the reasons for these arrangements differ with significant practical consequences.

Tiffin habits of school children

Background: The “mid-day meal scheme” is the popular name for the school meal program of India, through which meal is provided to school children studying in the government and government aided schools. In non-government schools, children carry tiffin’s from home. Often, due to lack of time and/or knowledge of the parents and students, the contents of the food are not as per a balanced diet. The objective of the study was to analyse and compare the tiffin habits of primary and senior school children.Methods: This was a clinic-based study. Parents of 300 school going children were asked about tiffin habits of their children in a predesigned questionnaire. Data was analysed and conclusions drawn.Results: Most children carried tiffin to school on the majority of days. There was no statistical difference between primary or older children in their tiffin contents. Very few primary school children had a say in the content of tiffin. The senior students spent money in canteen on more days per week, whereas most primary class students spent only once a week or for treats.Conclusions: It is crucial for schools to establish food committees in school that suggests and monitors tiffin policies and meal plans based on nutrition.

Hoe geven we les in en over de islam?

How do we teach about and into Islam in Flemish and Dutch schools? This is the leading question of this special issue of Religie & Samenleving. Its relevance must be understood against recent societal developments (secularization, increasing religious diversity) as well as against pedagogical-didactical developments about teaching about, teaching into and teaching from religion in governmental and non-governmental (denominational) schools. This introductory essay elaborates on the historical and legal background of formal Islamic religious education in Belgium (Flanders) and in the Netherlands. Hereto, we first outline the constitutional frameworks in both countries, in which the provision of government-subsidized religious education should fall. Subsequently, we describe the organization of Islamic religious education, which in the Netherlands is mainly offered at Islamic schools, while in Belgium it is a subject facilitated by the government in official schools. We also show how Catholic schools in Flanders have reflected on a suitable offer for the increasing number of pupils with a Muslim background in these schools. We end our introduction by showing how in recent years, teacher education institutions in both countries have invested in preparing their students for teaching about or in Islam.