Private Secondary School Teachers Research Articles

Professional Growth and Development of Private Secondary School Administrators and Teachers of the Three Cities of Batangas Province

The problem lies within the individual’s desire to improve oneself morally, socially, intellectually and professionally. With all these aspects on hand as prominent keys to every possible success of a person, it will also equally serve as shield to life’s challenges and obstacles. It is, therefore, the primary objective of the school to make sure these people working within the system be highly capable and qualified to do the job required of them and elicit exceeding traits to acquire success within their own fields of education. It is this prominent concept that the researcher observes the deficiency and sometimes even the lack of teacher and school administrator enhancements that are, most of the times, neglected to attain the goals and objectives of the institution.

Occupational Stress among Teachers in Private Senior Secondary Schools in Botswana: Causes and Consequences

Observing the importance of stress among employees, this study was conducted to investigate the causes and effects of stress among private secondary school teachers in Botswana. The specific objectives were to identify the causes of work related stress, to find out the effect of work related stress on performance, to explore and suggest ways of preventing work related stress among teachers. The findings of the study should guide the stakeholders especially policy makers towards reducing the stress in teachers. The study was conducted in two phases; pilot phase and final phase. In pilot phase, sampled teachers were interviewed to collect basic information on teachers stress helped in construction of data collection instrument. In the final phase, data was collected through a survey of 90 stratified random sampled teachers using a validated and reliable questionnaire. The data analysis was done through the descriptive statistics whereby mean and standard deviations were calculated. The school policies contradicting with working environment, too much work load (teaching and extra duties) and pupils indiscipline in class were identified the three most important causes of stress among teachers whereas; low morale and motivation, increase in job dissatisfaction and conflict at work place were the three important effects of stress. Effective planning and implementation, prioritizing work and ignoring the stressor environment were identified the three major ways to reduce stress. It was recommended that possible attempts should be made to reduce workload of teachers. Strategies should be devised and implemented to reduce indiscipline among students. Teachers should focus on proper planning and implantation of their work based on priority.

Teachers’ Perceptions on Integration of Information Communication Technology in Teaching and learning in Secondary Schools in Uasin Gishu County, Kenya

The purpose of the study was to establish teachers’ perception on integration of information communication technology in teaching and learning in secondary schools in Uasin Gishu County. The study was guided by the Minimalism theory. The study utilized ex post facto research design. The target population included all private and public secondary schools in Uasin Gishu County and all teachers in private and public secondary schools in the county. Stratified and simple random sampling procedures were to select the respondents for the study. The study utilized questionnaire and observation schedules for data collection. The study concluded that most of teachers in public and private secondary schools in Uasin Gishu County had favorable perceptions of availability of ICT infrastructure in their school, The study further concluded that both private and public secondary teachers in Uasin Gishu County had favorable perceptions of availability of plans for ICT integration in teaching in their school and that there is a significant relationship between public and private secondary teachers mean perception scores on ICT integration in Uasin Gishu County. the study recommended that the county Government of Uasin Gishu should provide ICT infrastructure in both private and public secondary schools and The principals and school managers in Uasin Gishu County should develop ICT integration plans at the school level which should inform the process of integrating the same in classroom teaching and learning.

The Level of Work Motivation and Organizational Citizenship Behaviour among Rural Government and Private Secondary School Teachers

The Level of Work Motivation and Organizational Citizenship Behaviour among Rural Government and Private Secondary School Teachers

Teacher effectiveness among Secondary School Teachers from Government and Private Schools

The aim of the present study was to investigate the relationship of Teacher effectiveness among Secondary school teachers of Government and Private sector in relation to their type of the institution and gender. A sample of 160 (80 Male Teachers and 80 Female Teachers) was carried out from govt. schools and private school of Ahmedabad Districts. Data was collected using by Teacher Effectiveness scale by Dr. Parmod Kumar and D.N.Mutha (1985). The data were analyzed by using t-test. The Results revealed that significant deference observed between teacher effectiveness of Government and Private Secondary school teachers, Teacher Effectiveness more in Private Secondary School Teachers. It is also found that, significant difference in Government and Private Female Secondary School teachers and the private Female teacher’s Effectiveness is more. Also the result shows that Government Secondary School Teachers have more Teachers effectiveness than Private Secondary School Female Teachers Male and Female private school teachers.

Teacher Effectiveness of Secondary School Teachers in Relation to Their Emotional Intelligence

This study is aimed at (i) studying teacher effectiveness in relation to emotional intelligence and (ii) studying the correlation of teacher effectiveness and emotional intelligence. To achieve the purpose, Teacher Effectiveness Scale by Kulsum (2000) and Emotional Intelligence Scale by Hyde, Pethe and Dhar (2001) were employed. A sample of 200 secondary school teachers was selected on the basis of random sampling technique. Descriptive statistics were used to analyse the data. The t-value was applied. Results indicate a significant difference between teacher effectiveness among male and female & Govt. and Private secondary school teachers. Findings on the basis of one way analysis of variance reveal that the group of secondary school teachers with high emotional intelligence is more effective than the group of teachers with average or low emotional intelligence. There exists positive and significant relationship between teacher effectiveness and emotional intelligence among secondary school teachers.

Work Motivation among Secondary School Teachers

<em>The purpose of the study was to explore the work motivation among secondary school teachers. The table revealed that 23.67% secondary school teachers have low level of work motivation, 47% secondary school teachers have average level of work motivation and 29.33% secondary school teachers have high level of work motivation. 20% female teachers have low level of work motivation, 48% female teachers have average level of work motivation and 32% female secondary school teachers have high level of work motivation. Similarly 27.33% male secondary school teachers have low level of work motivation, 46% male secondary school teachers have average level of work motivation and 26.67% male secondary school teachers have high level of work motivation. 12% government secondary school teachers have low level of work motivation, 49.33% government secondary school teachers have average level of work motivation and 16% government secondary school teachers have high level of work motivation. Similarly 35.33% private secondary school teachers have low level of work motivation, 44.67% private secondary school teachers have average level of work motivation and 20% private secondary school teachers have high level of work motivation. There was no significant difference in the work motivation of male and female secondary school teachers. There was significant difference in the work motivation of government and private secondary school teachers.</em>

Work Motivation among Secondary School Teachers

<em>The purpose of the study was to explore the work motivation among secondary school teachers. The table revealed that 23.67% secondary school teachers have low level of work motivation, 47% secondary school teachers have average level of work motivation and 29.33% secondary school teachers have high level of work motivation. 20% female teachers have low level of work motivation, 48% female teachers have average level of work motivation and 32% female secondary school teachers have high level of work motivation. Similarly 27.33% male secondary school teachers have low level of work motivation, 46% male secondary school teachers have average level of work motivation and 26.67% male secondary school teachers have high level of work motivation. 12% government secondary school teachers have low level of work motivation, 49.33% government secondary school teachers have average level of work motivation and 16% government secondary school teachers have high level of work motivation. Similarly 35.33% private secondary school teachers have low level of work motivation, 44.67% private secondary school teachers have average level of work motivation and 20% private secondary school teachers have high level of work motivation. There was no significant difference in the work motivation of male and female secondary school teachers. There was significant difference in the work motivation of government and private secondary school teachers.</em>

Comparative Study of Staff Welfare Administration in Public and Private Secondary Schools in Akoko North-West Local Government Area of Ondo State, Nigeria

This study critically examines the administration of staff welfare services in private and public secondary schools using Akoko North-West district in Ondo State, Nigeria as a case study. The study used 3 research questions in a bid to guide the researcher. The population of the study was ten (10) private and fifteen (15) public secondary schools in the area of study. Fifty (50) teachers were selected from ten (10) secondary schools using simple random sampling techniques. Data were collected and analyzed using simple percentage method. The findings revealed that Teachers’ in public secondary schools does enjoy regular payment of salaries and allowances compare to teachers in private secondary schools, public secondary schools are fairly equipped with necessary facilities such as toilets and health centers compare to teachers in private secondary schools, that employers in private secondary schools provide payment of transportation allowance, housing allowance while employers in public secondary schools do not and that regular payment of teachers’ salary enhances their job productivity. Base on the findings, it was recommended that government should ensure proper funding of education and put in place good welfare program which embraces insurance scheme, study leave, workshop seminars, leave bonus, car loan, housing allowance, rent subsidy, regular payment of salary, health allowance and so on, should be provided as applicable to other professions. Teachers should receive attractive salaries and allowances and other incentives should be given to the teachers to boost their moral and improve their standard of living. Consequently, their productivity in the schools would be improved.

The contribution of work characteristics and risk propensity in explaining pro-social rule breaking among teachers in Wakiso District, Uganda

Orientation: This study explored the mechanisms that drive pro-social rule breaking among teachers in Ugandan private secondary schools.Research purpose: The main aim of this study was to examine the contribution of work characteristics and risk propensity in promoting pro-social rule breaking among teachers in one of the Ugandan districts that has a high number of private schools.Motivation for the study: As there is a scarcity of research on pro-social rule breaking in Uganda, this study sought to explore the concept and shed light on the mechanisms that influence this.Research design, approach and method: A quantitative research process formed the basis for this study. Two hundred and forty-two teachers from 15 private secondary schools in Wakiso District formed the targeted sample size. A response rate of 87% was registered. A hierarchical regression analysis was conducted in order to assess the influence of each of the variables on the dependent variable, by using Statistical Package for Social Sciences.Main findings: The regression results showed that work characteristics were a statistically significant predictor of pro-social rule breaking, but risk propensity was not. The results finally showed that there was no moderation effect of risk propensity on the relationship between work characteristics and pro-social rule breaking.Practical implications: The schools should expect more pro-social rule-breaking tendencies when the tasks given to the teachers are complex and when the teachers operate with autonomy. The environment in which the private secondary school teachers in Uganda work, motivates them to sometimes break rules in a bid to perform better or minimise the complexity associated with work.Contribution: This study expands on current theoretical knowledge on pro-social rule breaking and provides insights into the key drivers of the same among private secondary school teachers in the Ugandan context.

A Study of Adjustment among Government and Private Secondary School Teachers

A Study of Adjustment among Government and Private Secondary School Teachers

Resilience as a Predictor of Burnout Behaviour among Secondary School Teachers

The present study examined difference in resilience and burnout behavior of secondary school teachers of Tarn Taran District with respect to type of school. The study further investigated the relationship between resilience and burnout behavior of secondary school teachers. Regression analyses were also tested to find whether resilience is valid predictor of burnout behavior or not. The results of the investigation revealed government and private secondary school teachers do not differ significantly with respect to resilience. In case of burnout behavior, government and private secondary school teachers differ significantly with respect to depersonalization and personal accomplishment but achieve equal mean scores on emotional exhaustion. It is also observed that there exists positive significant relationship between personal accomplishment and resilience and negative significant relationship between two dimensions of burnout behavior (emotional exhaustion and depersonalization) and resilience. Resilience is also found to be valid predictor of emotional exhaustion, depersonalization and personal accomplishment.

Hardiness, Sensation Seeking, Optimism and Social Support as Predictors of Stress Tolerance among Private Secondary Schools Teachers in Lagos State

This study investigated the extent to which hardiness, sensation seeking, optimism and social support predicts stress tolerance among private secondary school teachers in Lagos State, Nigeria. Using an ex post-facto design, 272 teachers (123 males; 149 females) were selected from 8 privates secondary schools in Lagos State. Their ages ranged from 21 to 58 years with a mean age of 37.57 years (SD=11.29). The study instruments contain short hardiness scale, sensation seeking scale, optimism scale, social support scale and stress tolerance scale. Six hypotheses were generated and tested using Pearson Product Moment Correlation and Hierarchical Multiple Regression Analysis. The result showed that hardiness significantly predicted stress tolerance among private secondary school teachers (β=-0.24; t=-5.90; p<0.01). Sensation seeking significantly predicted stress tolerance among private secondary school teachers (β=0.18; t=3.88; p<0.01). Also, optimism significantly predicted stress tolerance among private secondary school teachers (β=-0.18; t=-3.72; p<0.01). Similarly social support had a positive relationship with stress tolerance among private secondary school teachers (r=(270) =.562; p<0.01). However, educational qualification significantly predicted stress tolerance among private secondary school teachers (β=0.27; t=-3.85; p<0.01). Finally, the multiple regression analysis also indicated that hardiness, sensation seeking, optimism, and social support jointly predicts stress tolerance among private secondary school teachers [F(1,268)=27.25; p<0.01]. Thus, it is recommended that management should employ more qualified teachers and provide conductive work environment for their employees.

Relationship of Job Satisfaction and Turnover Intention of Private Secondary School Teachers

Job satisfaction and turnover intention are matters of concern related to any organization. This study aimed to examine the relationship of job satisfaction and turnover intention of private school teachers. This study was descriptive in nature. All the teachers (13764) working in private secondary schools in the district Rawalpindi and Islamabad were the target population of the study. 860 teachers were randomly sampled. Standardized Questionnaires i.e. Job Descriptive Index (JDI) and Turnover Intention Questionnaire (TIQ) were used as instruments of this study. Independent sample t-test and Linear regression analysis was used for the analysis of data. Findings of the study suggested that pay and continuance commitment was dominantly affecting the turnover intention of the school teachers. The study concluded that there was a strong relationship between job satisfaction and its indicator (pay) with turnover intention among private secondary school teachers. However, it was found that promotion, work itself and supervision showed moderate relationship with turnover intention among the teachers. It was recommended that private schools should make comprehensive policy, program of teacher deployment, their continuous professional development through an academy of education with international linkages, incentive-based schemes, involvement of community and building up public private partnership. DOI: 10.5901/mjss.2015.v6n4s2p313

Morale among Secondary School Teachers

The present study was conducted on 600 government and private secondary school teachers of different academic streams in the cities of Chandigarh, Mohali and Panchkula - to study morale in relation to their city type, school type and academic stream and interaction among them. The main findings of the study were that Chandigarh, Mohali and Panchkula secondary school teachers exhibited difference in teacher morale. Private secondary school teachers exhibited better teacher morale than government secondary school teachers. Teachers of different academic streams, namely, languages, social science, and science and mathematics exhibited comparable teacher morale. Significant difference was found between city type and academic stream with respect to teacher morale, and between school type and academic stream for secondary school teachers with respect to teacher morale.

An Inquiry into Job Satisfaction Habits among Private Secondary School Teachers in Kenya

Despite the rapid growth in the number of private secondary schools, there seems to be lack of job satisfaction among teachers in these schools. What factors therefore influence job satisfaction among teachers in private secondary schools? The issue of job satisfaction is therefore prevalent among private secondary school teachers and is a major challenge not only for the teachers themselves but also for the sponsors and managers of these schools. This is evident in the high turnover of teachers, low morale when performing their teaching duties, and lack of commitment in the tasks and responsibilities given. Mudanyi in Ngamau et al (2006) in a special report on private secondary school asserts that,” Nomad teachers who jump from one school to another, are a destabilizing factor.” The researcher’s concern is to identify factors that affect teacher motivation in private schools. Unfortunately what is known about private schools is their overall performance in National examination. Not much has been done in way of research in relation to the factors that influence job satisfaction. A crucial gap therefore exists about what motivates or demotivates the teachers in private secondary schools in Kenya. DOI: 10.5901/jesr.2014.v4n1p211

Principals’ Perception of Stress and Stress Management Strategies by the Junior Secondary School Principals in Abia State

The study sought to investigate the principals’ perception of stress and stress management strategies in junior secondary schools in Abia State. The study, more specifically sought to determine the quality and teacher-student ratio in private secondary schools in Abia State. The study employed descriptive survey. Mean scores and standard deviation were used to answer the research questions while the hypotheses were tested at 0.05 level of significance using ANOVA. The study involved a sample of 986 private secondary school teachers. The teachers’ sample was selected by stratified random sampling technique using a table of random numbers from the teachers’ population of 1088 in the 356 private schools in Abia state. Data was collected using the researchers’ self constructed questionnaire titled principals’ perception of stress and stress management strategies questionnaire (PPSSMSQ) to obtain information from the respondents in the 3 educational zones of Abia, Umuahia and Ohafia. The study revealed factors that constituted stress, symptoms of stress, and stress management practices adopted by the principals. Principals’ gender, qualification and experience do not significantly influence principals stress perception while gender, qualification and experience significantly influence stress management practices of principals. The major findings revealed that some factors that constituted stress to a High Extent (HE) were students’ indiscipline, excess work load, inadequate teaching facilities, and large classes. The study recommended that government should provide adequate facilities in schools and improve principals’ conditions of service to motivate them to perform better. DOI: 10.5901/jesr.2013.v3n6p139

Teachers’ Turnover in Private Secondary Schools of Karachi (Pakistan)

The main concern of the researcher was to focus on teachers' turnover in private secondary schools of Karachi. Two hypotheses related to the demographic variables, such as sex, and qualification were devised for the study. The population of the study was large and diverse, hence stratified random sampling design was used to select the respondents who were the teachers and principals. The sample size was 160 teachers and 10 principals from 40 private secondary schools of Karachi. Questionnaire and interview were the research instruments. The collected data was analyzed through percentage and 't' test. Job insecurity and low salary were found the major factors influencing on the turnover of teachers in private secondary schools of Karachi.

Factors That Predispose Secondary School Teachers to Examination Malpractice in Edo State, Nigeria

This study investigates the factors that predisposed secondary school teachers to examination malpractice in Edo State and how they rate these factors. The study participants were 988 teachers selected from 9885 teachers in public and private secondary schools in the State. The descriptive (survey) design was used in the study because it is a self-report research that would enable the researchers to collect data from teachers in order to determine their predisposition to examination malpractice. A questionnaire developed by the researchers was used to collect the needed data. The data collected was analyzed using percentages, mean and standard deviation. The findings of the study revealed that anomie was a major significant variable that predisposed teachers to examination malpractice. Other variables, though not significant, were societal/parental factor, teaching/learning environment, teacher factor and student factor. Based on the findings, the researchers recommended, among others, that teacher training programmes should be re-designed with more emphasis on civic and value education and that government should improve on its funding in the education sector.

Perceptions of Secondary School Teachers on the Utilization of Educational Technology

The study investigated the perceptions of public and private secondary school teachers in selected municipalities of Zamboanga del Sur Province, Mindanao, Philippines on the utilization of educational technology. The descriptive research design is used in which questionnaire was employed as main instrument in gathering data from the 132 public and 34 private secondary school teachers. The study revealed that majority of the respondents was female and more or less 31 years of age. Most of them were taking masters; Makabayan had a great share as to their area of concentration. Nearly everyone was neophytes with permanent status in the service and attended 1 to 3 times on trainings/seminars in educational technology. The public secondary teachers mostly utilized television, DVD player and radio/cassette tape player, while majority of the private secondary teachers utilized computer with internet connection, computer printer and DVD player. The teachers both in public and private secondary schools perceived that they rarely used educational technology in their teaching. They have uncertain disposition towards the role of educational technology. The perceptions of the two groups of respondents were no significant difference between the responses of the public and private secondary school teachers on the utilization of educational technology.