Private Institutions Of Learning Research Articles

The effect of COVID-19 pandemic on emotional wellbeing of education instructors: A perspective of Kenya’s private schools

The COVID-19 pandemic phenomenon generated inordinate strain and experiences across a wide range of sectors in Kenya, with the education segment introduced to its own set of unique challenges. Some instructors in private learning institutions joined the job seeking market once again as several schools indefinitely closed down. This often-needed reskilling and turned out to be frustrating as the job opportunities kept shrinking rapidly. This study looked at the effect of COVID-19 pandemic education disruption on emotional wellbeing of education instructors, with a focus on private schools’ teachers in Kenya. Data was collected from 367 respondents who completed a closed ended questionnaire and quantitative analysis was undertaken. The results revealed that there is a significant effect of COVID-19 pandemic education disruption on private school teachers’ emotional wellbeing. The prediction equation based on the unstandardized coefficients was statistically significant, F 1,365 = 46.035, p < 0.001 and accounted for approximately 11.2% of the variance of emotional wellbeing (R2 = 0.112, Adjusted R2 = 0.110). Therefore, hypothesis stated as COVID-19 pandemic education disruption has no significant effect on Kenyan private school teachers’ emotional wellbeing was not supported. The moderating effect of emotional and physical support did not significantly account for more variance with R2 Change = .009, p > .024. The findings supported the hypothesis that emotional and physical support does not moderate the effect of Covid-19 pandemic education disruption on Kenya private school teachers’ emotional wellbeing.

Level of Satisfaction Towards Five Dimension of Service Quality in Private Learning Institutions in Perak

Level of Satisfaction Towards Five Dimension of Service Quality in Private Learning Institutions in Perak

Medical Education in Somalia: Issues and Challenges

Background: Improving medical education has been a noble aim for the countries around the world over the past century to realize the universal health coverage. Through the continuous endeavors of the world countries and their learning institutions, tremendous advances have taken place in the field of medical education over the last five decades. However, being a low-resource and fragile country afflicted by protracted social conflicts and political fragmentation, Somalia faced difficulties in establishing its medical education institutions. Therefore, this study was intended to identify the issues and challenges of Medical education in Somalia. Methods: This cross-sectional study conducted in 2021 involved 384 teaching staff in medical and health science programs of public and private learning institutions in Somalia recruited through purposive sampling. Data were collected through participants administered questionnaire and key informant interview. The collected quantitative and qualitative data were analysed using SPSS and NVIVO software packages. Results: A sample of 384 participants (311 males and 73 females) was included in the study with mean age 33 years. Most of them had master’s degree and average teaching experience of 5 years. Majority of medicine and health sciences institutions were private-owned operating in rented campuses. The study showed that there was a significant association between campus ownership, campus adequacy, student selection policy, staff employment type, employee satisfaction with current salary and the type of institution. The major challenges faced by the medical education in Somalia include: shortage of trained competent lecturers, lack of relevant medical curricula, shortage of teaching/learning resources, lack of government oversight & licensing and lack of higher education policies.    Conclusion There is a need to develop competency-based curriculum, train medical teachers on teaching approaches, avail teaching & learning resources, and invest in medical researches.

The Role of Cloud Computing in Education: Saudi Arabian Study

Education is a crucial factor in ensuring sustainable progress, In particular, for countries with growing economies. Due to resource virtualization, Cloud computing has both the Internet and complex scalability. Both public and private learning institutions should take advantage of the potential benefit of cloud infrastructure to ensure high-quality service regardless of the minimum resources available. Because of its numerous advantages, cloud computing is taking center stage in academia. This research will seek to establish the benefits associated with the use of cloud computing in education. Cloud technology solutions ensure research and development as well as teaching, and its more sustainable and efficient, thereby having a positive impact on the quality of teaching and learning in educational institutions. The goal of this research is to identify the benefits of cloud computing usage in education. Cloud technology solutions make research and development as well as teaching more competitive and effective, thereby having a positive impact on the quality of education.

Assessing the mediating effect of leadership capabilities on the relationship between organisational resilience and organisational performance

PurposeThe COVID-19 pandemic had brought drastic economic, social and technological changes in society. The drastic changes and uncertainty in the environment had forced various industries to evolve effectively to cope with the unexpected change and subsequently bounce back to regain business success. For instance, private higher learning institutions face steep challenges due to the shortfall of organisational capabilities. The study aims to examine the role of leadership capabilities and organisational resilience in regaining organisational success among higher private learning institutions in Malaysia.Design/methodology/approachAccording to the dynamic capabilities theory, organisational resilience and leadership capabilities are among the highest order of indicators for organisational success. Subsequently, this study examines the mediating role of leadership capabilities on the relationship between organisational resilience on organisational performance. The dynamic capabilities-based framework was tested using the structural equation modelling technique with the use of partial least squares approach. Data were analysed using 120 responses.FindingsBased on the 120-questionnaire survey received, this study found that organisational resilience and leadership capabilities contribute significantly to the performance of private higher learning institutions. In addition, this study found strong support for the mediating role of leadership capabilities to promote performance. The findings have both theoretical and practical implications for post-disaster organisation resilience development.Research limitations/implicationsThe work focuses on values that would have an impact towards organisational performance, which is an important factor of survival in an unpredictable environment. The findings are limited by the indicated constraints used in this study.Practical implicationsOrganisational survival techniques would provide managers, owners and leaders effective techniques that can be implemented to extend and improve the organisation's life cycle. The focus on organisational resilience and leadership factors would greatly improve the overall sustainability and performance of the organisation.Originality/valueThe study contributed by showing the importance, use and interaction needed from organisational resilience and leadership capabilities for them to survive when there is a sudden change in the environment. The timing and uniqueness of the data during the pandemic illustrates how organisations can survive with high levels of weightage towards resilience and leadership. This research is different from other studies as it had examined the impact of values and resilience and leadership in organisations.

Rank and Representation: A Quantitative Analysis of Female Representation Within Entry Level Faculty Positions

The representation of women in leadership positions and as tenured faculty in higher education has been an issue of concern for a number of years across academic disciplines. What remains unclear is whether this trend is also observed all the way down to entry-level positions in the field of education alone. The purpose of this quantitative, correlational study was to determine if women and men occupying the non-tenured track ranks of assistant and associate professor were equally represented in the field of education at post-secondary, credential granting institutions in California (n=46). Between groups comparisons indicated that female, assistant professors significantly outnumbered men at both public and private California universities (p<0.0001), and outnumbered men as associate professors at private universities (p=0.0148). Within groups comparisons indicated that while fewer in number, a greater percentage of men occupied the rank of associate professor, thus outranking their female colleagues at public and private learning institutions (54.5% and 44.8%, respectively). However, the difference was not statistically significant.

The Influence of Organizational Learning on Work Performance among Academic Staffs in Private Higher Learning Institutions

The success or failure of universities are very much dependent on the contribution and involvement of its academics. In fact, in the era of globalization, many universities, may it be public or private learning institutions are not only required to produce quality human capital but also to provide training to the graduates in meeting the market demand. They need to focus on infusing values that are beneficial industrially and to the society at large. Previous studies evident that organizational learning is one of the important aspects of organizational factors that can direct the behavior and attitudes of the employees to improve their work performance. It may act as a catalyst to influence performance of organizations too. In order to remain relevant and competitive, universities need to focus on continuous learning and use of knowledge, which can serve as a critical key to success for facilitating individuals and team in any organizations. However, an overriding question is: to what extent organization learning are observed in most universities in Malaysia? Therefore, this study was intended to investigate the relationship between organizational learning and work performance of the academic staff in higher learning institutions. There were about 122 academic staff from a few selected higher learning intuitions, participated in this study. The result indicated that majority of the academic staff felt that their level of work performance was high, particularly on task and contextual performance. Interestingly, the respondents perceived that their universities practice high level of organizational learning, particularly on the aspects of system perspective and openness and experimentation. The finding also revealed that there was a moderate relationship between organizational learning and work performance. The multiple regression models were successful in indicating that the predictor variable accounted for 9.1% of the explained adjusted variance in work performance. The discussion addresses practical implication and future research direction.

Boosting Voice Equity at Workplace: An Implication of Tertiary Education on Mature Women Work Performance in Rwanda

Before 1994, Rwanda education policy knew some selection barriers to access tertiary education. Thereafter, it liberated the access allowing many higher private learning institutions to open their doors. This paper analyzed late tertiary education impact on mature women students. The impact regards acquired knowledge, skills and capacity that boosted their voice equity to better perform at workplace than before. The research embarked on Bandura’s [1] social learning theory (or social cognition theory) that proves how people with high self-efficacy master their feelings and thoughts, are self-directed and motivated to accomplish their targets. The study followed a qualitative approach including interviews with 18 mature women and 104 who filled the questionnaires. All the participants were in fourth year, between the ages of 30-45 and selected from five higher private and public learning institutions but following different programmes. The findings show that their self-efficacy beliefs as a social cognition construct empowered their capacity to perform specific duties through personal goal setting. Further, tertiary education, from the majority of their views and perceptions, increased their self-esteem and trust, rendered them effective human capital in their day-to-day duties, enhanced their personal fulfillment and awakened them to be more participative in different social, political, economic spheres etc.. In addition, they learned to link challenging goals of studying to strong commitment of being good performers at work, raising confidence in colleagues, employers, neighbors and avoiding failures but creating attitudes of serenity and scrutiny to approach difficult situations.

Predicting Factors of Job Satisfaction through Organizational Culture: A Case of Malaysian Private Learning Institution

The paper attempts to explore the dimensions of organizational culture and job satisfaction among employees in one of the private learning institutions in Malaysia. The study utilized Organizational Culture Index (OCI) developed by Wallach (1983), which comprised of bureaucratic, innovative, and supportive cultures. Multistage sampling has been used to select the sample. A survey design is employed in this study. Questionnaires were distributed to 118 employees, however, only 77 yielded valid responses. The data were then analyzed using Pearson-Product Moment Correlation test and Multiple Regression test using enter method through the Statistical Package for the Social Sciences (SPSS) version 22.0. The findings of the study show that bureaucratic organizational culture has a positive and a moderate relationship with job satisfaction, however, innovative and supportive organizational cultures have a positive and high relationships with job satisfaction. In addition, multiple regression analysis indicates that innovative and bureaucratic organizational cultures are the predictors that enhance job satisfaction among the employees in the current private learning institution. Hence, this had called upon the management of the particular learning institutions to foster on innovative and bureaucratic organizational cultures in order to enhance the employees’ job satisfaction that will result in higher organization’s productivity. Further study to replicate the research in various industries in Malaysian to explore more on the employees’ job satisfaction is suggested. Future studies can also examine organizational culture with other variables such as leadership style, organizational commitment, and employee engagement in the Malaysian setting.

Drawing the Demarcation Line: An Analysis of Sexual Harassment in Selected Learning Institutions in Nueva Ecija, Philippines Using Blumer’s Interactionism Model

The study draws the line between sexual harassment act and socially acceptable behavior. Through symbolic interactionism and gender-power configuration theories, defining features of sexual harassment are drawn from the perspectives of 160 teacher education students—participants from four universities in Nueva Ecija, Philippines. The socio-psychological, legal and lay approaches to the study of sexual harassment guide the data gathering. The findings revealed that there is no significant difference in the level of awareness of the group samples as evidenced by a computed t-value of 1.936 less than the tabulated t-value of 2.447. The study argued that legal approach to the study of sexual harassment is insufficient to prevent it. Thus, standard of behavior must be set within the demarcation line both by public and private learning institutions while intensified awareness campaign must be undertaken to ensure safe and conducive learning environment the students rightfully deserve.

Psychoactive substance use/abuse among students in Igbinedion University, Okada, Nigeria-new challenges.

This study assessed psychoactive substance use in a private institution of learning in Nigeria with emphasis on prevalence and on medically approved substances acquiring an abuse potential. It followed an anecdotal report of the use of a cough mixture (Benylin with codeine) taking a priority attention among substances of abuse within the university community. The university has a total population of about 4,500 students and has seven colleges. Using a structured self report questionnaire, 342 (100%) students were surveyed across 5 randomly selected colleges. 323 candidates complied representing 94% reponse rate. Females 168 (52%) were over represented in the interview. The remaining 155 (48%) were males. An operational definition of abuse was drawn for this purpose to include users of a substance on a daily basis. By so doing social drinkers of alcohol and occasional users of medically approved but unprescribed medicaments for treatment purposes were excluded. For substances that do not enjoy government license to be marketed (eg. Cannabis, Heroine etc.), even a single use is regarded as abuse. Results showed that one of the traditional substances, alcohol 49 (15.2%) retained priority spot in the hierarchy of abused substances. Benylin with codeine 17 (5.3%) was next. This confirmed the verbal and unofficial report of the abuse of such medicament. Other substances of abuse were cannabis 9 (2.8%), cigarette 7 (2.2%), heroine and cocaine (0.003%). In all instances of abuse, (except for heroine which was even) males predominated. The law enforcement agencies like the Nigeria Police Force (NPF), National Drug Law Enforcement Agency (NDLEA) must be sufficiently informed that substances of abuse have gone beyond the conventional substances like alcohol, cannabis, cigarette etc. Efforts must be made to regulate the sales of even some apparently harmless across the counter medications.Key words: psychoactive, students, new challenges, prevalence.

“Família possível” na relação escola-comunidade

As mudanças na família afetam a sociedade como um todo e, particularmente, a educação dos filhos, refletindo também sobre as atividades desenvolvidas pela escola. Tendo essa problemática como pano de fundo, considerou-se oportuno pesquisar os novos contornos que a relação família-escola pode tomar no contexto da educação formal. Para tanto, realizou-se uma investigação no âmbito de uma instituição particular de ensino, que atende crianças da educação infantil à quinta série, na qual os avós dos alunos foram situados como uma extensão da família nuclear e configurados como a família possível. À medida que estes sujeitos assumiram, parcialmente, a responsabilidade pelos netos, fosse pela necessidade dos pais trabalharem o dia inteiro fora de casa, fosse por uma crise ou separação do casal, tornou-se indispensável realizar um projeto que promovesse a maior integração possível entre os avós e a escola. Neste sentido, desenvolveu-se uma pesquisa participante que visou, fundamentalmente, determinar o papel da família possível no contexto escolar e no processo ensino - aprendizagem.

“How Is'T with Thy Religion?”

H DOW is't with thy religion ? asks Margaret of Faust, who replies: As for faith and church, I grant to each his own. Not satisfied with this answer, Margaret presses on: That's not enough . . . believest thou in God? Faust counters: Who shall dare 'I believe in God' to say? ask priest or sage the answer to declare. To which Margaret sorrowfully concludes: Then thou believest not. In these memorable lines between Margaret and the academician Faust, the poet Goethe gives expression to the age-old question with which the Church, in the sense of institutional religion, has confronted college and universityHow is't with thy religion? Once more the Church, dissatisfied with the answers of higher education, concludes: Then thou believest not. All of our public and many of our private institutions of learning, states a Roman Catholic educational leader, have abandoned the teaching of religion.' A prominent Presbyterian elder charges a close correlation between college and crime and the absence of religious instruction in these words: