Private School Teachers Research Articles

Determinants of Intrinsic Motivation in Private School Teachers in South Kalimantan: an Empirical Analysis Based on Herzberg's Motivator Factor Theory

An individual or organization is guided to attain their objectives by motivation. The school's goals will be achieved if the teacher is motivated and dedicated to his duties and obligations. Based on Herzberg's theory, the purpose of this study is to identify the component that, when it comes to intrinsic motivation, has the most significant percentage among private teachers in South Kalimantan Province: achievement-quality performance, Advancement, and growth-new learning, recognition for achievement, Responsibility, and work itself. The design chosen to conduct this research is a survey. The total sample selected is 335 private school teachers. All items in the questionnaire used a five-point Likert scale to evaluate the response sample in this study. Respondents are asked to assess each item by selecting one of the five options available, ranging from 'Strongly disagree' to 'Strongly agree.' Based on the results of a study of 355 private teachers in South Kalimantan Province, it was found that their level of intrinsic motivation was generally high to very high on various aspects of the assessment. It indicates that these teachers have strong internal enthusiasm for their teaching profession.

القيادة المستدامة لدى مديري المدارس الثانوية الأهلية بمحافظة جدة وعلاقتها بسلوك العمل الابتكاري للمعلمين

The aim of this study is to identify the scope of practicing sustainable leadership by managers of private secondary schools in Jeddah Governorate, to determine to what extent the availability of innovative work behavior among teachers, to classify the correlation between the practice of principals of private secondary schools in Jeddah Governorate for sustainable leadership and innovative work behavior of teachers, also to detect the differences Statistically significant between the averages of teachers' responses about their estimates of practicing sustainable leadership by principals of their schools, which is attributed to the variables (gender, years of experience), and revealing statistically significant differences between the arithmetic mean of teachers' responses about their estimates of their innovative work behaviors; Which is attributed to the difference (gender, years of experience). A quantitative approach (survey and correlation) is used to achieve the objectives of the study and to collect data. Researchers used the sustainable leadership scale prepared by Hargreaves & Fink (Hargreaves & Fink 2012), translated it, and based on its codification and arbitration by Al-Khamisa (2022) which he translated and based on codifying Al-Qarni (2020). The study community consisted of private school teachers at the secondary stage, whose number was (1589), the research sample was chosen using the appropriate random sample method (opportunity sample), whose number was (336) with a percentage of (21, 1) from the study population. According to findings of the study school principals contribute to practice sustainable leadership with a (high) level and all dimensions of sustainable leadership came with a high degree of practicing among school principals. The study also found that innovative work behavior is available to teachers with a (high) degree from their perspectives. In addition, it was found that there is a high-value and statistically significant direct correlation relationship at the level of significance (0.01) between the practice of sustainable leadership by school principals and the innovative work behavior of teachers. Moreover, the results show that there were no statistically significant differences in their appreciation of the practice of sustainable leadership by their school principals according to the different years of experience, while the study illustrated that there were statistically significant differences in their appreciation of the practice of sustainable leadership by their school principals according to gender. In contrast, the study demonstrates that there were no significant differences statistics between the averages of teachers' responses about their appreciation for their innovative work behavior according to the variables (gender and years of experience). The research recommends the necessity of consolidating the concept of sustainable leadership among school principals through programs and training packages, holding seminars and conferences that promote this concept and entrenching it among educators, building specific initiatives aiming at promoting innovative work behavior of teachers, and establishing activities and events that ensure the sustainability of these practices in work environments scholastic. The current study suggests some future studies related to the study variables.

The role of virtual classrooms in improving the educational process from the point of view of private school teachers for the primary stage in Jeddah Governorate

هدفت هذه الدراسة إلى تقصي دور الفصول الافتراضية في تحسين العملية التعليمية من وجهة نظر المعلمات في المدارس الأهلية للمرحلة الابتدائية في محافظة جدة واستخدم البحث المنهج الوصفي حيث تكون مجتمع الدراسة من المعلمات في المدارس الأهلية للمرحلة الابتدائية بمحافظة جدة والذي يتمثل عددهم 1235 معلمة، تم أخذ عينة منهم تمثل 5% تقريبا والتي تمثلت في 60 معلمة، وتم استخدام الاستبانة كأداة للدراسة وتوصلت الدراسة الى الموافقة على دور الفصول الافتراضية في تحسين العملية التعليمية من وجهة نظر المعلمات في المدارس الأهلية للمرحلة الابتدائية، ونجد أن عبارة (تساعد الفصول الافتراضية المعلمات على تطوير المقررات عن طريق تنظيم المحتوى) هي أكثر العبارات التي تم الاتفاق عليها من قبل المبحوثين وذلك بنسبة 78.3%، أيضاً جاءت موافقة المبحوثين بشدة على أن الفصول الافتراضية تساعد المعلمات في تمرير الرسائل بين المشتركين لإجراء المناقشات بينهم عبر الانترنت وذلك بنسبة 53.3%، وأوصت الدراسة بمجموعة من التوصيات أهمها تطبيق الفصول الافتراضية في جميع المدارس سواء كانت حكومية أو أهلية بهدف الاستفادة من نتائجها وآثارها الإيجابية، أيضاً توصي الباحثة بتنفيذ الدراسة على نفس العينة باستخدام نوع الدراسة التقويمية، أيضاً أوصت الباحثة بإمكانية تنفيذ دراسة مستقبلية بنفس الهدف ولكن على عينة أخرى كالمعلمات في المدارس الحكومية.

BEHAVIOR OF THE NGUYEN DYNASTY FOR TEACHERS IN SOUTHERN VIETNAM

This article examines the educational policies and cultural behavior of the Nguyen Dynasty toward teachers in the South to answer the following questions: What were the policies for establishing schools in the South? What was the purpose of the Nguyen Dynasty in regulating teachers and students? What were the differences in behavior of the Nguyen Dynasty toward Southern teachers compared with other localities? What were the similarities and differences between public and private schools in the South? To answer these questions, we collect and document bibliographic sources. Using methods of comparison, analysis, and synthesis, we outline the process of implementing educational policies in general, policies to manage teachers in the South in particular, and assess the role of teachers and teacher standards in improving the quality of education during the Nguyen Dynasty. In addition, this article also compares the differences in the behavior of the Nguyen Dynasty toward teachers in public and private schools in different localities and provides comments and assessments on the cultural behavior of the Nguyen Dynasty toward teachers in the feudal South.

CAREER BARRIERS, PERCEIVED PROFESSIONAL SOCIAL SUPPORT AND HOPELESSNESS LEVEL: A CORRELATIONAL STUDY OF PRIVATE AND PUBLIC SCHOOL TEACHERS OF LAHORE

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.

SIGNIFICANCE OF TEACHER TRAINING PROGRAMS ON TEACHER MOTIVATION, PROFESSIONAL DEVELOPMENT, AND SELF-EFFICACY

This research shows how teacher training programs (TTPs) for secondary school teachers can influence the motivation, professional development and self-efficacy of the educators. There were three primary goals of this study; the first objective of this research was to examine the impact of TTPs on the motivation levels of teachers, the second purpose of this investigation was to evaluate the impact of TTPs on the professional development of educators and the final objective of the study was to examine the effects of TTPs on teachers' self-efficacy. For this study, a survey was used as a primary method of collecting information. 340 teachers in private and public schools across Punjab, Pakistan, were surveyed using a self-made questionnaire. The results of the questionnaire were examined statistically. Teachers are motivated to attend these workshops because they know it will help them develop professionally and personally. The study found that TTPs were highly beneficial in motivating teachers, helping them grow professionally and improving their self-efficacy. Therefore, this study argues that TTPs hold significant importance in facilitating the growth and development of secondary school teachers.

Inclusive practices in an independent private school: Insight into teachers' perspectives, beliefs and practices

AbstractThis descriptive case study examines the perspectives, beliefs and practices of independent private schoolteachers in India about the inclusion of students with special educational needs in general education classrooms. Data were collected through one‐to‐one interviews and focus group discussions with 10 teachers in an independent private school in South Delhi. The analysis of the data highlights that teachers possess limited knowledge regarding meeting the educational needs of students with disabilities in their classrooms. Teachers are faced with challenges in implementing full inclusion in the absence of consistent guidelines on inclusion, the definition of inclusive education in the legislative framework, the knowledge gap and the student‐centred approach. Additionally, the study identifies a lack of collaboration between teachers and parents as a potential factor leading to the non‐implementation of inclusive education practices. The study highlights the significance of professional development sessions in raising teachers' awareness about the importance of differentiation, individualised instruction and technology integration for achieving full inclusion. Key Points Private schoolteachers in India face challenges similar to those in public schools regarding the inclusion of students with special educational needs. Limited opportunities for collaboration and communication with stakeholders, coupled with financial considerations and a profit‐driven approach in some private schools, can overshadow the inclusion of students with special educational needs. Professional development sessions are crucial in enhancing teachers‘ awareness of collaboration, differentiation, individualised instruction and technology integration for achieving full inclusion. Policy makers should prioritise the development of clear and unambiguous guidelines for inclusive education in independent private schools, outlining responsibilities and mandating training programs for educators and administrators.

Distance Education: The Satisfaction Level of Science and Mathematics Teachers towards the Electronic Educational Supervision

The study aimed to assess the satisfaction of Jordanian science and mathematics teachers with electronic educational supervision and its correlation with their interactions with educational supervisors. The research encompassed all science and mathematics teachers in Jordan, both genders, across public and private schools in the Irbid Governorate. The study's sample comprised 184 male and female teachers. Data collection involved a meticulously validated and reliable questionnaire disseminated electronically through the snowball method. Statistical analyses, including means, standard deviations, frequencies, percentages, and one-way analysis of variance (ANOVA), were employed to address the research questions. The findings revealed that Jordanian science and mathematics teachers, on average, reported a moderate satisfaction level with electronic supervision and their associations with educational supervisors. Statistically significant differences were observed in satisfaction levels based on school type, favoring private institutions. However, no significant variations emerged concerning other factors like gender, years of experience, and technical skills possession. Consequently, the study proposed several recommendations: fostering the culture of electronic supervision, incorporating distance education as a viable alternative, or integrating it gradually into courses annually. It emphasized the need for comprehensive training in educational technology for teachers and supervisors to enhance their value addition. Infrastructure readiness, including equipment and high-speed internet, was underscored for effective implementation. The study advocated for ongoing research to address challenges and optimize e-learning and supervision methodologies. Ultimately, the goal is to ensure a seamless integration of technology into education, thereby improving overall satisfaction and efficacy in the learning environment

Exploring the relationship between teacher job satisfaction and professional development in urban schools during a pandemic

<span lang="EN-US">Job satisfaction and professional development are the talks of teachers in facing the challenges of 21st-century learning, where they must be able to adapt to the progress and development of information and communication in technology. Therefore, this article aims to analyze teacher job satisfaction, professional development, and the interaction between the two during the pandemic. A total of 232 public and private school teachers in urban areas were used as research samples. The sampling technique used a random technique. The research used an instrument developed and validated, then distributed through the principal and school supervisor, and the data were analyzed using the correlation technique. During the pandemic, the results revealed a high level of job satisfaction for state Islamic school teachers and a low level of job satisfaction for private Islamic school teachers, as well as a high level of professional development in both public and private Islamic schools and a moderate positive correlation between teacher job satisfaction and professional development in urban schools. Therefore, teachers should develop and carry out professional development in facing the challenges of 21st-century learning.</span>

The Teaching Career Between Motivation and Performance

Motivation and performance are key factors in the success and achievement of schools. If changes occur in the external environment, the organization must adopt this change, as it can motivate to gain a competitive and advantageous job. Therefore, the main thing public opinion expects about the profession of teacher is the employment of qualified and competent (Pânişoara&Pânișoara, 2017). The research's main purpose was to evaluate the efficiency of teachers' work performance through motivation from the public and private sectors. Finding the link between motivation and teachers' performance at work in public and private schools was one of the study's goals. The second objective was to identify motivational factors that affect the teacher's performance at work in both sectors. The third objective was to identify whether teacher motivation and workplace performance differ in the public and private sectors. For our study, we conducted quantitative research, and the data is collected and analyzed through SPSS using statistical tools like correlation and regression, the independent sample t test, and the One-Way ANOVA test. The results of this study showed a link between teachers' motivation and job performance. The motivation and performance of students at public and private schools varied significantly as well. Compared to public schools, private school teachers are more motivated.Additionally, it was discovered that public and private schools' motivation and performance varied significantly. Compared to public school teachers, private school teachers are more motivated. The potential number of teachers felt that educated and experienced teachers have more capabilities and confidence than others, and they also put the best effort into their work in terms of performance.

A mediation moderation model between work–family conflict and turnover intention among public and private kindergarten school teachers in China

PurposeThe present study aimed to examining the association between work–family conflict and turnover intention by exploring the mediating effect of job satisfaction and the moderating effect of perceived organizational support on preschool teachers in China.Design/methodology/approachA survey of 827 preschool teachers was conducted, and the data were analyzed using correlation analysis, hierarchical linear regression and path analysis with a structural equation model.FindingsThe results revealed that work–family conflict was significantly and positively associated with preschool teachers' turnover intention. Job satisfaction partially mediated the relationship between work–family conflict and turnover intention, while perceived organizational support moderated the association between work–family conflict and job satisfaction, thus mitigating the negative impact of work–family conflict on job satisfaction.Originality/valueThese findings contribute to the understanding of turnover among preschool teachers and suggest the need to enhance perceived organizational support to promote job satisfaction and reduce turnover in this profession.

The Effects of School Accountability on Teachers in Public and Private Schools: Evidence from Chile

Abstract This paper estimates the effects of a school accountability policy on year-to-year teacher mobility in publicly and privately managed low-performing schools in Chile. As school ranking depends on the institution's relative position according to a set of variables and their corresponding thresholds, we use a multivariate regression discontinuity design to evaluate the impact of the policy on teacher mobility. Our findings reveal that teachers are generally more likely to leave low-performing schools, although this result varies by type of management. Teachers in public schools tend to transfer to other schools within the system, and those who do so are more likely to be working in two or more schools. Meanwhile, teachers in private schools are comparatively more likely to exit the system altogether, with mobility concentrated among low-productivity teachers. Despite these differences, the introduction of accountability did not induce new hires at either type of school.

The Use of Metaverse for Delivering School Education in the Future in UAE: Advantages and Challenges

The researcher aimed at identifying the advantages of using Metaverse for delivering school education in UAE in the future. He also explored the challenges associated with such use. He used the descriptive analytical and quantitative approaches. He created a survey that consists from four main parts through using Google Form. The validity and reliability of the survey were checked. Then, the link of the survey was uploaded to several Facebook groups. Three hundred twenty seven (327) private school teachers in UAE filled in the survey. Thus, the random sampling method was used. After the use of the SPSS software, results were reached. 88.37 % of the respondents support such use of Metaverse. In terms of the advantages associated with such use, it was found that such use of Metaverse shall develop the students’ observation, teamwork, analytical thinking and problem solving skills. Such use of Metaverse shall also raise the students’ academic achievement levels and extent of retaining information. In terms of the associated challenges, it may make students feel isolated and lonely. It is associated with difficulties in protecting the students’ privacy and data security. It shall be associated with difficulty in protecting the students from becoming victims for commercial ads of all kinds.

Evaluation of the Processes of EU Education Projects in Private Schools and Effects of COVID-19 Pandemic

Purpose: The aim of this study is to assess the procedures of EU education projects implemented in private schools, as well as the impact of the Covid-19 epidemic on these processes, based on the perspectives of private school personnel. When the literature is examined, although there are a few studies on the contribution of EU education projects to private schools, there is no study that examines the entire project process from a holistic perspective.
 Design/Methodology/Approach: The phenomenology method, one of the qualitative research methods, was used. The working group consists of 12 private school administrators and teachers having participated in the EU education projects.
 Findings: It is concluded that private schools have significant problems with both internal and external factors in every aspect of the projects. However, private schools also produce some practical solutions for these problems. In addition, participation in EU education projects has the potential to make significant contributions to both individuals and institutions. Furthermore, with the effect of the COVID-19 epidemic, online and hybrid models are projected to be employed more frequently, and participants believe that online initiatives cannot achieve the same aims as projects with direct participation.
 Highlights: The content of the programs should be revised with alternative online or hybrid models, especially "international mobility", an important part of EU education projects, which is prevented because of Covid-19.

Life skills to be developed for students at the school level

PurposeLiterature suggests that less attention has been paid on teacher's and head of the school's outlook on when to introduce life skills education, which are the most important to be focused and developed first, and their opinion on effort already made to develop life skills among the students. Hence, the present study aims to focus on the teacher's and head of school's perspective with regard to the three most important life skills which need to be developed at the school level.Design/methodology/approachFor the present study, a digital survey tool was developed (Google Form) and circulated across all the states to the Government and private school teachers and heads of school and access of the Google form was open from April 26 to May 7, 2022. A total of 770 school heads/teachers responded the survey spread over 17 different states. To address the objectives of the paper, descriptive and inferential analysis are carried out.FindingsIn the participant's view, self-awareness, effective communication and problem solving are found as the top most, second and third most important life skills to be focused respectively. Results reveal that the region, type of schools and gender of the respondents have no significant role to play in the choice of top three most important life schools to be focused the first. However, designation of the respondent's (teacher/head of the schools) and years of work experience in schools are found significantly associated with the choice of top three life skills. Study concludes that as various research studies have highlighted that all the life skills are inter-related so if the authors prioritize at least three identified top most first so others will be some and other way will start developing in parallel and can be taken up subsequently.Research limitations/implicationsThis study is based on digital data collected from the teachers and headmasters based on the survey link circulated through different communication channels. Also, sample is not uniform due to varied response rate across the states and therefore number of respondents participated in the survey varies significantly from one state to another state. The findings emerged from this study cannot be generalized at state level. Even generalization at national level needs to be done carefully as samples are not representative. However, this research demonstrates an interesting fact and will help teachers to prioritize top three skills to be implemented first followed by others.Practical implicationsThis will help the teachers and heads of schools to use the top three skills that they need to insist by all means at the school level. This will also help the policy makers to keep note of the perception of the teaching community on life skills.Social implicationsThis paper will bring focus on the importance of life skills to the education fraternity.Originality/valueLess or no attempt has been made to understand teachers/head of school's perspective on initiation of life skills and which are the most important skills to be prioritized first. Hence, the study comes with an original concept.

The Relationship between Emotional Intelligence of School Principals, Psychological Climate, and Teacher Motivation

Psychometrically sound and practical measures of emotional intelligence of school principals, psychological climate, and teacher motivation were developed. The aim of this study was to explore the relationships and effects among these variables and to compare the differences between high school and vocational high school, as well as public and private school teachers. A sample of 336 teachers was recruited from different high and vocational high schools in Taiwan. Through MANOVA and hierarchical multiple regression analyses, these measures of emotional intelligence of school principals, psychological climate, and teacher motivation were found to be reliable and valid instruments. Vocational high school teachers scored higher than high school teachers on perceived self-motivation of principals, psychological climate, and teacher motivation. Private school teachers showed higher perceived empathy and principals’ relationships, as well as pressure of psychological climate, whereas public school teachers exhibited higher levels of psychological climate and intrinsic motivation. Additionally, strong positive correlations were found among all three variables, particularly, emotional intelligence of principals and psychological climate, which were found to be significant predictors of teacher motivation. The implication for school principals is that they should focus on enhancing their emotional intelligence and creating a more positive psychological climate, which in turn, promotes teacher motivation. Keywords: emotional intelligence, psychological climate, teacher motivation, school principals, school teachers.

Views of agricultural science teachers on in-service training needs in the Zambezi region, Namibia

In-service teacher training programs offer opportunities for teachers in both public and private schools to enhance their professional skills, particularly in the areas of required teaching skills, supplementary subject content knowledge, and teaching pedagogy. The lack of availability of in-service teacher training programs for teachers within the education system has undesirable consequences, particularly regarding the delivery of quality education to learners in public and private schools in the Zambezi region, Namibia. This paper discusses the perspectives of Agricultural science teachers on the need for in-service teacher training. To achieve the objectives of this paper, crucial data were collected from Agricultural science teachers in the Zambezi region through face-to-face interviews. Twelve Agricultural science teachers (comprising six from urban schools and six from semi-urban schools) were interviewed using face-to-face interview guides. The study revealed that the in-service teacher training programs attended by Agricultural science teachers were relevant to their teaching roles. Furthermore, the study emphasized that to maintain the relevance of in-service teacher training programs, components such as practical activities, projects, investigations, and subject content knowledge should be the focus, in order to continually enhance the capacities of Agricultural science teachers. The study recommends that the regional education directorate in the Zambezi region establish a policy for continuous in-service teacher training programs, including them in their annual financial plan, to improve teacher performance in the region. Lastly, to ensure the success of in-service teacher training programs, they should be conducted on an ongoing basis.

Examining Qatar’s private and public-school teachers’ readiness for teaching about sustainability

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

A Thailand-based Comparative Study of Government and Private School Teachers’ Perceptions of School Heads’ Level of Instructional Leadership

This study investigated the differences in perception of Filipino teachers employed in government and private school teachers based in Thailand of the instructional leadership of their respective school heads. 65 Filipino teachers volunteered to be the respondents of this study. Thirty-two (32) were teachers in government schools while thirty-three (33) were private school teachers. The Instructional Leadership Questionnaire (ILQ), which measures the respondent’s perception of a school leader’s 7 domains of instructional leadership, namely: Instructional Resource Provider (7 items), Maintain Visible Presence (6 items), Professional Development (7 items), Maximize Instructional Time (6 items), Monitoring Students’ Progress (4 items), Feedback on Teaching Learning (5 items) and Curriculum Implementation (5 items) was administered on the respondents. In terms of instructional resource provider and curriculum implementation, similar scores were obtained by government and private school teachers. However, the private school teachers had higher ratings for their respective school leaders in the domains of Maintain Visible Presence, Professional Development, Maximize Instructional Time, Monitoring Students’ Progress and Feedback on Teaching Learning. Statistically significant differences were established in the domains Professional Development and Monitoring Students’ Progress. In both these domains, the means of the private school teachers were higher than those of the government teachers.

Perceived Organizational Support in Special Needs Education Teachers

Special education teachers have more burnout than other teachers. In many cases, an unsupportive work environment led to stress, followed by burnout and a desire to quit the profession. The way they deliver services to special needs children, require different approaches and treatments than other children, will be impacted by the organization’s lack of support. This study aimed to investigate how Indonesian special needs education teachers perceived organizational support. Focus Group Discussions (FGDs), a qualitative methodology, were used in the study with 10 special education teachers from various regions. The Perceived Organizational Support Scale developed by Rhoades and Eisenberger’s (2002) theory served as the basis for the participant’s questions and discussions. The findings of this study suggested that their employers’ assistance in terms of fairness, supervision support, organizational reward and job conditions was still lacking. Special needs education teachers in private schools and special needs education teachers in public schools have distinct regulatory approaches to staff welfare and health, which has an impact on the performance of taking care of children with special needs.
 Keywords: Organizational support, Special needs education, Teacher