Genetic and environmental influence on sleep bruxism in preschoolers: A twin study.

Exploring the legal landscape of free menstrual products in schools: A scan of 50 states and DC.

Cooperating teachers’ support during pre-service training significantly shapes the development of culturally responsive pedagogy (CRP) among future educators. This study examines the extent to which this pre service support influences the CRP practices of newly hired high school teachers. A descriptive-quantitative design was used, employing ordinal regression analysis. Using purposive sampling, 100 newly hired high school teachers from private and public schools in the Davao region were the respondents. Data were collected using a researcher-developed questionnaire, which underwent content validation and reliability testing. Respondents reported excellent pre-service support (x̄ = 4.24) and demonstrated a very high level of CRP implementation (x̄ = 4.51). Furthermore, pre-service support from cooperating teachers significantly influences CRP implementation, as evidenced by a 35% improvement in predictive outcomes. Hence, there is a need to emphasize culturally responsive pedagogy in teacher education programs to ensure pre-service teachers are equipped with the knowledge and skills to implement diverse classroom strategies, ultimately enhancing teacher preparation and student success.

Ethical climates impact on organisational commitment and citizenship behaviours: a study of private school teachers

ABSTRACT This article uses survey research to analyze the difficult circumstances faced by students who enroll in virtual charter schools compared to students in brick and mortar public and private schools. For brick and mortar schools, nationally representative responses were captured through surveys conducted by a market research firm. The same survey items were simultaneously dispensed to parents of virtual charter school students by a major provider of K-12 online learning. The results indicate that students who transfer into virtual schools are negatively selected on emotional, social, and academic dimensions. These observations raise important questions about assessing virtual school quality.

Residency is a critical factor related to the social determinants of health. This study aimed to evaluate the role of residency in oral health disparities among Kenyan children during the primary dentition period. We recruited participants from three cohorts of children, all aged 3 years, including those living with HIV infection (HIV), exposed to HIV but uninfected (HEU), and their healthy peers (HUU; uninfected and unexposed). We recruited 120 children in each cohort. Logistic regression was used to estimate the associations between oral diseases, HIV status, and residence, adjusting for sex and school type. Most children (47%) were enrolled in private schools, and 49% lived in rural areas. Children in HIV cohort had a significantly higher prevalence (81%) of abnormal oral findings compared with those in HEU (60%) and HUU (54%) cohorts (p < 0.0001). Children living in rural areas (OR = 3.3, 95% CI:1.7–6.3) and urban areas (OR = 2.0, 95% CI:1.1–3.9) were more likely to have abnormal findings than those in peri-urban areas. However, peri-urban residents had the highest prevalence of dental caries (63%), while rural residents had the highest combined prevalence of all dental conditions (83%). Residential area contributed to differences in the burden of oral diseases among HIV and HEU cohorts. Targeted prevention and treatment strategies should be considered by residential location.

This study investigates how information and Communication Technology (ICT) is shaping Teacher Professional Development (TPD in Kathmandu District. Based on a mixed-methods research design, the research has targeted school-teachers at the secondary level in the Kathmandu district and has used the UNESCO ICT Competency Framework as the foundation for analysis of teacher responses. The Data were collected from 50 teachers working across different types of schools, combining qualitative interviews with descriptive survey analysis. This approach thus helps to capture how access to ICT influences teachers' opportunities for professional development and learning, pedagogical innovation with best practices, and the type of institutional support they receive. Many teachers have had some form of ICT training; they are still in the process of integrating digital tools into locally relevant teaching practices in the classroom for teaching and learning process. This study also points out that retaining trained teachers remains an issue, reflecting deeper disparities in infrastructure, training opportunities, and participation between public and private schools. The findings points to a need for more decentralized and context-sensitive forms of support. Effective ICT-based TPD requires stronger institutional commitment and a clearer national-level policy framework. The findings shows that, pragmatic recommendations which may help address the existing gaps and inform education planners on the design of more inclusive and ICT-responsive teacher development strategies, with particular reference to the developing educational context in Kathmandu District Nepal.

The growing competition among private high schools has made student satisfaction and loyalty crucial for educational sustainability. This study aims to analyze the influence of educational staff services and teacher competence on student satisfaction and loyalty in private high schools in Padang Timur District, with competitor intensity as a moderating variable. A quantitative survey was conducted with 280 respondents using proportional stratified random sampling, and data were analyzed through path analysis, Sobel test, and Moderated Regression Analysis (MRA). The findings indicate that both educational staff services and teacher competence significantly affect student satisfaction and loyalty, with satisfaction acting as a partial mediator, while competitor intensity weakens the satisfaction–loyalty relationship. These results highlight the need for continuous improvement in administrative services, teacher competence, and clear differentiation strategies to sustain competitiveness in education.

This research examined the impact of family structure and education level on work-related rumination among teachers of private schools. 200 full-time teachers were enrolled in various private schools. The findings revealed a strong variation in rumination according to the family structures. The rumination was high in teachers who live in nuclear families (M = 41.53, SD = 5.15) compared to those who live in joint families (M = 39.89, SD = 3.71). The test given by Levene showed an unequal variance, and the adjusted t-test showed that there is a significant difference, t (196.59) = 2.62, p =.010, mean difference of 1.64. Work-related rumination also had a prominent influence on education level. The highest scores were observed in the group of teachers with intermediate qualifications (M = 41.76, SD = 4.72), followed by teachers with bachelor's degrees (M = 40.37, SD = 4.41), and finally master's degree teachers (M = 38.47, SD = 4.47). One-way ANOVA showed a significant overall effect, F (2,197) = 4.55, p =.012. The results of Tukey HSD revealed that only the intermediate vs. master comparison was significant (Mean difference = 3.28, p =.019). These results imply that family support and educational levels can have a weak impact on the propensity of teachers to ruminate about work during non-work time, which implies the necessity to create supportive family conditions and the chances of professional development.

Aim. This study examines how eight-year-old Jordanian learners mobilize Arabic and English while completing an English fill-in-the-blank writing task, using translanguaging as an interpretive lens. Procedure. Fifty third-grade students at Al-Kende Private School in Irbid completed a paper-based task of ten sentence blanks and were explicitly permitted to answer in English, Arabic, or both. Responses were coded as English, Arabic, or translanguaged (e.g., mixed constructions and Arabic script approximating English) to capture learners’ meaning-making without treating Arabic as error. Results. Descriptive results showed greater reliance on Arabic (M = 6.4, SD = 1.8) than English (M = 3.6, SD = 1.9). A paired-samples t-test confirmed a significant difference, t(49) = 6.12, p &lt; .01, with a large effect (d = 0.87), indicating task-specific dominance of Arabic during lexical recall. Findings suggest young learners strategically use L1 as cognitive and affective scaffolding, supporting more inclusive local bilingual assessment and pedagogy in early EFL classrooms. Conclusions. The findings suggest that translanguaging can function as a productive pedagogical practice rather than a barrier to English learning, especially in contexts where students’ exposure to English is limited. Although limited in scope, this study contributes to discussions in bilingual education by offering evidence from a Jordanian context. It calls for educators to reconsider how language use is framed and assessed in the classroom and to recognize students’ home languages as valuable learning resources. Ultimately, the study affirms that honoring students’ translanguaging practices supports not only language development, but also inclusion, confidence, and respect for linguistic identity. Future research could examine how translanguaging evolves across different task types, age groups, or instructional approaches, and how teachers’ attitudes toward language use shape students’ choices.

Self-regulation has emerged as a crucial determinant of students’ academic success, particularly during the formative years of primary education. The present study investigates the role of academic achievement in relation to self-regulation among primary school students. Using a normative survey method, data were collected from a sample of 200 primary school students drawn from Government and Private schools of Bapatla District. The Self-Regulation Questionnaire (SRQ) developed by Brown, Miller, and Lawendowski (1999) was used as the primary tool for data collection. Descriptive and inferential statistical techniques such as Mean, Standard Deviation, Percentage of Mean, and t-test were employed for analysis. The findings revealed that the overall level of self-regulation among primary school students was above average. Significant differences were found with respect to gender and medium of instruction, whereas locality and type of management did not show significant differences. The study highlights the importance of fostering self-regulatory skills in children to enhance academic achievement and offers educational implications for teachers and policymakers.

This experience report investigates the perceptions of second-year high school students at a private school in Rondônia through the analysis of five letter fragments about humanistic and liberatory pedagogical practice in Mathematics teaching. Although not based on a predefined scientific research design, the report incorporates inductive procedures of thematic categorization and content analysis, inspired by Marconi and Lakatos (2003) and Creswell (2010). The findings demonstrate that critical, dialogical, and affective teaching stances, grounded in Freirean pedagogy, strengthen student autonomy and foster an inclusive learning environment. It is concluded that even in brief encounters, active listening and the ethical positioning of the novice teacher can transform perceptions and encourage a committed and reflective mathematical practice.

In this paper, we highlight connections between STEAM areas in the development of a mathematical modelling activity with 7th grade elementary school students. The theoretical framework that supported the qualitative research supported by the triangulation process is based on mathematical modelling as a pedagogical alternative and on STEAM Education as an educational movement that encompasses Science, Technology, Engineering, Arts, and Mathematics. The data for the analysis corresponded to written records, speeches, and photos of a class of 36 7th grade students from a private school in the interior of São Paulo, in 2023. The results indicated that, in the modelling activity with the theme of daily routine, the STEAM areas were articulated based on the need to work in groups and establish choices, via the teacher's request, by the context of mathematics classes and by the students' interests.. These connections gave a dynamic modelling activity when the topic interests the students.

Teacher self-efficacy, defined as the belief in one’s capability to organize and execute teaching tasks effectively, is a key determinant of instructional quality and student achievement (Bandura, 1997). Research suggests that teachers with higher self-efficacy employ innovative methods, manage classrooms better, and positively influence student learning (Tschannen-Moran &amp; Hoy, 2001). The present study compares the self-efficacy of school teachers in government and private institutions. Employing a descriptive survey design, data were collected using the Teachers’ Sense of Efficacy Scale (TSES) from a stratified random sample of teachers. Findings indicate notable differences across the three efficacy dimensions—student engagement, instructional strategies, and classroom management. Private school teachers reported higher efficacy in instructional adaptability and engagement, while government school teachers demonstrated comparatively stronger efficacy in classroom management. These results highlight the role of institutional context in shaping teachers’ professional confidence and effectiveness. The study contributes to educational research by emphasizing the need for targeted professional development and policy interventions to enhance teacher self-efficacy across both sectors.

This study investigates the gap between the recommended curriculum and the curriculum teachers deliver in classrooms. It identifies the causes of this gap and offers practical guidance for stakeholders. The study focuses on six female secondary school teachers working as coordinators in a private school in Karachi. It uses online interviews and a semi structured questionnaire to collect primary data. The study finds a clear gap between the recommended curriculum and the taught curriculum. The teachers report limited resources, time pressure, and administrative workload that restrict implementation. They describe the recommended curriculum as a document that rarely fits classroom realities. The study calls for targeted teacher training, clear and realistic curriculum guidelines, and supportive school policies that help teachers implement the recommended curriculum effectively.

Social anxiety disorder (SAD), marked by a fear of negative judgment in social settings, is the most common mental health issue among adolescents. It often leads to avoidance, low self-esteem, social isolation, and serious risks like substance abuse and suicide. Despite its prevalence, the investigation of influencing factors towards SAD among adolescents in Nepal is limited. This study aimed to assess the prevalence of SAD and its associated factors among adolescents of higher secondary schools in Birendranagar Municipality of Surkhet district, Nepal. A cross-sectional study was conducted among 428 adolescents from higher secondary government and private schools. A multistage random sampling technique was employed to recruit the participants. A self-administered tool was used to collect the data. Univariate analysis was presented using numbers, percentages, means, and standard deviations. ANOVA and t-tests were performed to examine the association between SAD and independent variables. The Pearson correlation coefficient was determined to investigate the correlation between SAD with loneliness, self-esteem, and social media addiction, respectively. All the tests were conducted at a 95% confidence interval and variables with P-values less than <.05 were considered statistically significant. The mean (±SD) age of the participants was 16.9 ± 1.0 years. Most participants were male (52.8%) and attended government schools (63.6%). Mild social phobia was found in 28.8% of participants, while 22.4% had moderate social phobia. Grade 12 students exhibited significantly higher social phobia scores (24.8 ± 12.0, P < .05) compared to Grade 11. In addition, students from family’s dependent on agriculture for income had higher social phobia scores (27.41 ± 11.39). This study demonstrated a positive correlation between SAD with loneliness (R = 0.233) and social media addiction (R = 0.168). Meanwhile, a negative correlation was found between SAD and self-esteem (r = −0.179). This study found a high prevalence of SAD among adolescents, which is influenced by education, lower-income level, loneliness, self-esteem, and social media addiction. These results underscore the importance of early detection of SAD and the need for school-based interventions such as skills training, parental support, peer engagement, and mental health awareness among adolescents having low self-esteem, social media addiction, and belonging to lower-income families. Establishing comprehensive support systems is essential to improving adolescents’ mental well-being and reducing the impact of social anxiety.

This study explores the integration of Mudharabah contracts as a financial strategy for private educational institutions to achieve sustainability without relying on debt. Private schools face significant challenges due to limited funding sources and dependency on tuition fees, which often lead to financial strain. The research highlights the potential of Mudharabah-based business units in creating alternative revenue streams to reduce financial burdens and enhance stability. By adhering to Sharia principles, such as profit-sharing agreements and transparent management, educational institutions can foster ethical, debt-free growth. This qualitative study employs content analysis to examine the literature on Mudharabah practices and their role in improving financial resilience. The findings underscore the importance of diversifying income through Sharia-compliant business models to ensure long-term financial independence and quality education delivery.

In this text we present an analysis of women graduates of the Postgraduate Program in Education (PPE), Master's Course in Education, at the Federal University of Mato Grosso, Cuiabá campus, and we analyze information from the lattes of graduates of the course from 1991 to 1994. The questions that guided the research were: who were the women who graduated from this program? What can be seen in the professional development of the graduates' CVs? Methodologically, the research used documentary sources: Currículo Lattes, analyzed on the Lattes Platform, dissertations by female graduates collected in the sector library of the Institute of Education, dissertation defense minutes found in the PPE secretary's office, project and internal regulations of the Master's Degree in Education found in the Living Memory Center of the Institute of Education. The results of the research show that the training obtained in the Master's course motivated some women who graduated from the Master's course in Education at the Cuiabá campus between 1991 and 1994 to take up or continue other academic activities after completing the course. Most of the graduates have jobs in public and private schools and work in teaching and research. These results point to the importance of the PPE in the training and professional development of women in stricto sensu courses, as evidenced by the analysis of their CVs.

This research presents a comprehensive comparative analysis of role overload challenges among educators in government and private institutions, unraveling nuanced dynamics in the educational landscape. The study, based on data from 304 participants in the Bihar Southwest region (Kaimur, Rohtas, Buxar, Bhojpur, and Patna), illuminates that both sectors contend with a moderate level of role overload challenges, with a slightly heightened prevalence among private school teachers. Through correlation analysis, intricate interconnections between specific dimensions of role overload emerge, providing valuable insights into the complexities of the teaching profession. The findings emphasize the necessity for targeted interventions, particularly in private schools, to clarify role expectations. Additionally, they serve as a foundation for further exploration into the contributing factors to these perceptions. Ultimately, this study enhances our understanding of organizational stressors in education, underscoring the significance of addressing role-related challenges for the well-being of teachers and the effectiveness of educational institutions.

Integrating Information and Communication Technology (ICT) into Values Education remains a critical challenge in teacher education, as many educators struggle to translate moral instruction into technology-enhanced pedagogical practice. Despite growing emphasis on digital literacy, few instructional frameworks effectively merge ethical formation with ICT integration. Addressing this gap, the present study developed and validated an ICT-based instructional package for Values Education. Employing a Research and Development (R&amp;D) design, the study explored the pedagogical experiences and ICT proficiency of 80 graduates of the Technology in Teaching and Learning II (TTL 2) course, all currently employed in public and private schools in Ilocos Norte. Data were collected through validated open-ended survey questionnaires and an adapted validation rating tool and were analyzed using mean scores and thematic analysis. Quantitative findings revealed very high competence in using collaborative platforms and multimedia tools, and high competence in educational software and virtual or augmented reality applications. Thematic analysis showed that TTL 2 enhanced graduates’ pedagogical confidence, ethical awareness, and digital fluency. However, challenges such as troubleshooting, limited internet connectivity, and the technical operation of applications persisted—highlighting the need for structured instructional support. In response, the validated ICT-based instructional package was designed to address these challenges through modular content, multimedia integration, and scenario-based assessments aligned with the principles of Values Education. Validation results rated the material as very highly valid, confirming its potential to bridge traditional moral instruction with digital pedagogy. This innovation offers a transformative framework that enables aspiring educators to design inclusive, context-sensitive, and ethically grounded ICT-based lessons suitable for 21st-century classrooms.