Private Secondary Schools Research Articles

Organizational Justice Predicts Teachers’ Performance in Private Secondary Schools of Mitooma District, Southwestern Uganda

Organizational Justice Predicts Teachers’ Performance in Private Secondary Schools of Mitooma District, Southwestern Uganda

Optimising school leadership development for 21st-century learning: An in-depth analysis of South African private secondary schools in KwaZulu-Natal

There have been significant and rapid improvements in information and communication technology (ICT) since the early 1990s. Subsequent global changes have increased with the onset of the Fourth Industrial Revolution and have dictated pedagogical transformation. Many countries have moved from traditional approaches of education to 21st-century Learning (21CL). 21CL is ICT-aligned, inquiry-based, and includes the development of affective abilities. School leadership influences all structures and individuals directly in a school. It has the potential to be one of the cornerstones of the paradigm shift to 21CL. I investigated how school leadership is developed to facilitate 21CL and how it can be improved. I required quantitative and qualitative data to achieve the research objectives. Therefore, I adopted a mixed methods research approach that is underpinned by the positivist and interpretivist paradigms. I used a case study design. The data collection methods I employed were questionnaires, semi-structured interviews, and focus group interviews. Phase one of the research involved the quantitative data collection from twenty-five schools, of which five schools were purposely sampled for the second qualitative phase. The use of transformational leadership, strategic leadership, system leadership, and ecological leadership in enacting 21CL featured prominently in the reviewed literature. However, the research findings show that, largely, these four leadership theories were not incorporated in leadership development in South Africa. The results also show that school leadership development specifically designed for 21CL, was limited. The leadership training that is available focused more on administrative tasks instead of on leadership theories and skills to facilitate 21CL. I recommend that further research be conducted in both private and public schools in other South African provinces.

Comparative Analysis of Leadership Styles in Public vs. Private Secondary Schools

The study's goals were to determine how leadership styles—transformational, transactional, authoritarian, democratic, and laissez-faire—differ between public and private secondary schools. Leadership styles encompass various approaches that influence team dynamics and organizational effectiveness. Understanding these styles is essential for fostering employee engagement and achieving strategic goals. The population was drawn from every high school in the Kasur district. To gather the data, multistage sampling approaches were employed. Data was gathered via a questionnaire. SPSS was used to analyze the data. Inferential statistics (Independent sample t-test) were employed. With the exception of laissez-faire leadership, the study's results showed a highly significant difference in leadership styles. Future studies should examine how environmental and cultural elements affect the efficacy of different leadership philosophies in diverse organisational contexts. Longitudinal studies could also look at how leadership philosophies change over time and how they affect workers' performance and happiness over the long run.

Marketing of Educational Services and School Image of Private Secondary Schools in Akwa Ibom State, Nigeria

The purpose of this study was to examine the impact of marketing of educational services on school image of private secondary schools in Akwa Ibom State, Nigeria. To achieve this purpose, five specific objectives, five research questions and five null hypotheses were formed for this study. The study adopted the correlational research design and the population was all 495 principals in the 495 private secondary schools in Akwa Ibom State. However, a sample size of 221 principals drawn through multi-stage sampling procedure was used as participants. A self- developed questionnaire named “Marketing of Educational Services and School Image Questionnaire” with reliability of 0.74 was used for data collection. Out of the 221 participants sampled, 213 principals participated in the study. The hypotheses were tested using linear regressions at 0.05 alpha level. The findings indicated that product (people, process and physical evidence, price (fees charged), place (location) and promotion have significant impact on school image of private secondary schools. Based on the findings, conclusion was made that marketing of educational services significantly impact school image of private secondary schools. It was recommended among others that owners of private secondary schools should adopt product (people, process and physical evidence), price, place and promotion in marketing their schools because these marketing elements would make their schools to have good image and make prospective customers to be aware of them.

Contribution of Religious Subjects to the Development of Moral Behavior among Students in Public and Private Secondary Schools in Arusha City. Tanzania

Contribution of Religious Subjects to the Development of Moral Behavior among Students in Public and Private Secondary Schools in Arusha City. Tanzania

Impact of the School Food Environment on Dietary Choices and Body Mass Index Among Adolescents: A Case Study of Secondary Schools in Suakoko District, Bong County, Liberia

Adolescence is a critical period for developing lifelong dietary habits, and the school food environment plays a significant role in shaping these behaviors. With increasing rates of obesity and malnutrition among adolescents, understanding the influence of the school food environment is crucial, particularly in sub-Saharan Africa, where traditional diets are transitioning towards more processed, calorie-dense foods. This study aimed to assess the impact of the school food environment on dietary choices and body mass index (BMI) among adolescents in Suakoko District, Bong County, Liberia. A cross-sectional design was employed involving 275 students from 23 randomly selected public and private secondary schools. Data were collected using structured questionnaires, direct observations of the school food environment, and anthropometric measurements. Statistical analysis, including chi-square tests, was conducted to explore the relationships between school food environment, dietary choices, physical activity, and BMI. The results revealed that 64% of the students did not frequently choose fruits and vegetables, with food choices primarily influenced by availability and taste. A significant relationship was found between physical activity and nutritional status (p = 0.017), with regular physical activity being linked to a healthier BMI. However, no significant associations were found between school promotion of healthy eating, nutrition education, or the presence of school gardens, and students’ BMI. In conclusion, although schools play a vital role in shaping dietary habits, this study emphasizes the need for more effective interventions to improve access to nutritious foods and promote physical activity. Addressing the gaps in school infrastructure and enhancing nutrition education could contribute to better health outcomes for adolescents in Liberia.

Analysis of Secondary School Infrastructure Distributions in Osogbo Metropolis, Nigeria

This study analysed the geospatial distribution of secondary schools infrastructure in the Osogbo metropolis, Nigeria, with a focus on evaluating accessibility and spatial patterns of school locations. By examining the spatial distribution, travel distances, and clustering of schools, this research offers a novel contribution to the educational planning literature. The data were collected through both primary and secondary sources, utilizing total enumeration for spatial data and a sampling frame of 17,595 students and 452 teachers across 120 public and private secondary schools. Using a balloting approach, at 15%, 19 schools were sampled, followed by a random sampling technique to choose 5% of students and staff, resulting in a total of 906 respondents (880 students and 26 teachers). The analysis, employing Moran's I Index, revealed a value of 0.75 and a p-value of 0.14, indicating a random distribution of schools with a z-score of 1.45, falling within the expected range. The average distance traveled to schools was 1.582 km, reflecting spatial inequities in accessibility. This study provides critical insights for policymakers, emphasizing the need for both public and private stakeholders to ensure equitable distribution and accessibility of secondary schools across Osogbo metropolis.

Beyond Games: Unspoken Challenges of Pre- Service Physical Education Teachers – A Pilot Study

Studies on teacher preparation highlight the importance of practical experiences such as internships in adequately preparing pre-service teachers for the demands of the profession. However, there has been a lack of focus on the specific difficulties encountered by pre-service physical education (PE) teachers during internships. This study utilized qualitative methods to examine the specific obstacles encountered by eight pre-service physical education teachers while completing their internships at private secondary schools in the northern region of the Philippines. Through thematic analysis of weekly reflective journals, four main themes were identified: personal well-being and emotional strain, classroom management and student interactions, instructional practices and pedagogical challenges, and school environment and institutional factors. The results emphasize the importance of integrating well-being strategies into PE teacher education programs, improving PE-specific classroom management training, and promoting stronger partnerships between universities and schools to offer consistent support, resources, and practical experiences for future teachers navigating the complexities of the PE teaching environment. These findings contribute to a deeper understanding of the experiences of pre-service PE teachers and provide practical suggestions for enhancing teacher preparation and support systems.

The Impact of Retention Strategies on the Performance of Teachers in Private Secondary Schools: A Case of Dodoma City, Tanzania

The presence of persistent needs for motivated teaching staff to uphold the standards of education at secondary schools poses a significant challenge concerning the retention of competent teachers in private secondary schools. Teacher turnover poses significant tests for educational establishments, affecting both the stability of the schools and the quality of education provided. Like other educational institutions, the prevailing competition to recruit and retain highly qualified teachers, private secondary schools face the problem of maintaining competent teachers within a context characterized by higher rates of staff turnover. This article is to provide a comprehensive theoretical evaluation of strategies to sustain teachers' retention in private secondary schools by assessing the potential advantages associated with the implementation of effective retention measures. Moreover, the study probed into the existing literature to explore many retention features including, professional growth opportunities, organizational culture, leadership, and compensation to provide insights into the formulation of effective retention strategies to be applied by schools. By gaining a comprehensive understanding of the strategies, challenges, and potential outcomes, school management and educational policymakers can advance the efficacy, prosperity, and stability of learning environments for teaching staff and students. A cross-sectional survey design and the research approach combined both qualitative and quantitative paradigms. Simple random sampling (SRS) and purposive technic were used to draw a sample of eighty (80) respondents. SRS was adopted to interrogate teachers and purposive for key informants. Data analysis was employed by use of multiple responses, multiple linear regression, and analysis of variance (ANOVA). Salary, adequate learning facilities, a welcoming environment, and leadership style were identified as retention methods by the study's findings. The survey, however, identified the following barriers to implementing teachers' retention strategies including heavy workloads, lack of chances to advance, low pay and benefits, poor working conditions, and higher workplace stresses. Despite the outlined retention strategies, implementation matters including the lack of professional development opportunities, attractive incentive packages, and work-related benefits, unfavourable working conditions, and stress brought on by heavy workloads should be adequately addressed by school management and other decision-makers if they need to retain their valuable talented teachers.

Strategies for Enhancing Service Satisfaction and Students' Retention in Private Secondary Schools: A Case Study in Iringa Municipality, Tanzania

The study investigated the strategies for enhancing service satisfaction and student retention in private secondary schools in Iringa Municipality, Tanzania. It aimed to explore the levels of service satisfaction, identify the strategies for enhancement, and investigate interventions for retention. Using a case study design, 47 respondents participated, including 20 students, 8 parents, 4 school managers, and 8 head teachers, alongside 7 other education stakeholders. Data collection encompassed interviews, observation, and documentary reviews, with subsequent content analysis employed for data interpretation. The study’s findings highlight a concerning trend: low service satisfaction among customers within the selected schools. Despite existing strategies, the overall experience falls short of expectations. The study recommends that schools focus on designing and implementing internally driven strategies by considering the uniqueness of the needs of their students, conduct regular needs assessments to identify gaps and areas for improvement, implement a mechanism to track customer satisfaction continuously to make necessary adjustments through regular feedback, and schools should use customer satisfaction data to identify at-risk students.

Investigation of Secondary School Students' Visual Perception and Attitudes towards Graphic Design

The relationship between visual perceptions and graphic design of secondary school students is of great importance in terms of the development of their artistic skills. This link is directly related to how students interpret the visual world and how they express these interpretations through graphic design. The aim of this study is to examine the relationships between visual perception and attitudes of secondary school students towards graphic design in terms of some variables. The research conducted with the comparative relational screening model was conducted on 168 students studying at a private secondary school in Türkiye. The research data were collected using the ‘Visual Perception Test’ and the ‘Attitude Scale Towards Graphic Design’. The data were analyzed using ‘Descriptive Statistics’, ‘Independent Samples t test’ and ‘Multiple Regression Analysis’ techniques. According to the research findings, the visual perceptions of the participating students were found to be above the average level, while their attitudes towards graphic design were found to be at a high level. Students’ visual perceptions and attitudes towards graphic design differ according to the gender variable. Finally, visual perception significantly predicts students’ attitudes towards graphic design.

Comparative Study on the Effectiveness of School Management Teams’ Strategies on Conflict Resolution in Public and Private Secondary Schools in Arusha District, Tanzania

Comparative Study on the Effectiveness of School Management Teams’ Strategies on Conflict Resolution in Public and Private Secondary Schools in Arusha District, Tanzania

Hope Has Augmented Reality Applications in Science Education Improved Academic Achievement? An Experimental Study

This research was conducted using the random pretest-posttest control group pattern of real experimental design, which is a subset of experimental research designs in the field of quantitative research. The study group consisted of students aged thirteen and fourteen in the eighth grades of private secondary schools affiliated with the Ministry of National Education in Turkey. Twenty students were selected for the experimental group, and twenty students were selected for the control group in an unbiased manner. However, in order to form homogeneous groups, the past academic records of the students of both experimental and control groups were examined before the students were randomly selected. Then, the random selection phase was started. An achievement test was developed for both the control and experimental groups to be used in the research. Additionally, augmented reality flashcards developed by FenAR related to solid, gas, and liquid pressures were used in the experimental group. The collected data were analyzed using the SPSS 25 package program. At the beginning of the study, it was determined that students' academic achievements were similar. Significant achievement was obtained in the experimental group, where augmented reality was used, compared to the class taught with a constructivist approach. Augmented reality, used as an educational tool, provided students with the opportunity to make abstract concepts more concrete and visually experience them. It can be concluded that especially complex science topics, when taught with augmented reality, become more understandable through 3D modeling and interactive simulations.

Examining Students' Attitudes Towards iPads as Interactive Multimedia Tools and their Impact on Learning Quality in Indonesian Private Secondary School

This study explores students' attitudes toward using iPads as interactive multimedia tools in learning Islamic education (PAI) and examines the impact of this approach on learning quality. With the growing integration of technology in education, understanding the effects of interactive multimedia like iPads on students' learning experiences is critical. A mixed-methods approach was employed, involving both quantitative and qualitative analysis. A sample of 123 students from grades 7 to 9 was selected through stratified random sampling from a school that uses iPads in its learning system. Additionally, ten students were purposively chosen for interviews based on varying levels of iPad engagement. Quantitative data were analyzed using descriptive statistics and regression analysis, while qualitative data were analyzed thematically. The findings indicated that students generally had a positive attitude toward using iPads in PAI learning. In both quantitative and qualitative assessments, students described the iPad-based learning as "fun," "interesting," "flexible," and preferred over traditional textbooks. Regression analysis revealed a significant positive effect of students' attitudes on PAI learning quality (Sig = 0.000 0.05). Qualitative data further showed that using iPads improved comprehension, learning effectiveness, and outcomes. The positive attitudes toward iPads suggest that interactive multimedia can enhance student engagement and learning in PAI. This study highlights how the use of iPads positively impacts both the learning process and outcomes, supporting more effective Islamic education. This research demonstrates that students’ positive attitudes toward iPads significantly improve the quality of PAI learning. The findings underscore the importance of incorporating interactive multimedia tools like iPads in teaching to enhance student learning experiences.

Computer Skills and Teacher Accomplishment in Private Secondary Schools in Kampala City

This study investigated the relationship between Computer skills and teacher accomplishment in private secondary schools in Kampala City, Uganda. The study was guided by the following specific objectives; i) To assess the relationship between computer accessibility in teaching and teacher accomplishment, ii) To examine the relationship between computer utilization and teacher accomplishment, and iii) To examine the relationship between computer knowledge and skills and teacher accomplishment in private secondary schools in Kampala City, Uganda. This investigation accepted the correlational research strategy coupled with a quantitative approach. A sample size of 35 respondents was considered constituting of head teachers and teachers from the five selected private secondary schools in the city. Both descriptive analysis and correlation analysis was employed to provide answers to the study phenomenon. The study revealed that there’s strong positive and important connection among computers accessibility in teaching and teacher accomplishment s in private secondary schools in Kampala City, Uganda. The study also revealed that there is a moderately positive and significant relationship between computer utilization and teacher accomplishment in private secondary schools in Kampala City, Uganda. Further, Additionally, the investigation found a significant beneficial and substantial connection amongst computer knowledge and skills and teacher accomplishment within Kampala City private high schools, Uganda. Therefore, this investigation concludes that Computer skills constituting of computer accessibility in teaching, computer utilization, as well as computer knowledge and skills has a statistically significant relationship in regard to teachers' productivity at work within private high schools in Kampala City, Uganda in that an increase in the different aspects of Computer skills resultantly leads to an improvement in teacher accomplishment within private high schools within Kampala City, Uganda. This investigation recommends that the Education Ministry as well as policymakers ought to create interventions, policies, and programs that better support an enhancement in Computer skills among teachers in the different schools as this would improve teacher accomplishment outcomes in both government and private secondary schools in Kampala City, Uganda.

Effect of Demographic Factors on Spiritual Leadership for Workplace Well-being of Teachers at Secondary Level

The objectives of the research study were to find out the effect of demographic factors on the spiritual leadership relationship for workplace well-being of teaches at secondary level. All public and private secondary schools of district Muzaffargarh were the population of the study and it was 2292. The sample of teachers from tehsil Muzaffargarh was 285, from tehsil Alipur was 223 and from tehsil Jatoi was 173. Moreover, the demographic information like school regions /tehsil, school location, gender. Sector. Designation of teacher, teaching experiences, age group, academic qualification and professional qualification were taken as to find out the effect of these factors on the spiritual leadership and workplace well-being of teachers at secondary level and it was significant also. Similarly, it was concluded that these demographic factors are significant for the participants especially for teachers to enhance the spiritual leadership and workplace well-being at secondary level. Moreover, it was suggested that this study cannot analyzed overall teacher’s views about the spiritual leadership and workplace wellbeing at Secondary level. Future researchers may focus on analyzing views of teachers based on their specific subject of teaching or area/discipline at any level.

Vaccine Confidence and Coverage among Medical Students at a Federal University in Brazil.

Declining vaccination coverage (VC) and vaccine hesitancy among medical students are global challenges. These challenges reflect individual and logistical barriers to a sufficient adherence toward essential vaccines for healthcare professionals, as well as presenting a need for educational strategies during undergraduate training. This is a prospective study for evaluating VC rates, sociodemographic associations, and the vaccine confidence among medical students at a federal university in Brazil. The data collection included questionnaires and individual analyses of the participants' vaccination records. A total of 237 medical students from all six years of an undergraduate program participated, of whom 124 (52.3%) had a vaccination record. Although the majority considered the vaccines to be "Completely Safe" (86.9%), the VC rates for complete vaccination schedules were relatively low, ranging from 87.9% (hepatitis B vaccine) to 3.2% (meningococcal B vaccine), including the vaccines from the National Immunization Program (NIP) and the private sector. Higher VC rates were found to occur among students in the final years of their undergraduate studies, in those from families with higher monthly incomes, and those from private secondary schools. Given the low VC rates among medical students, other factors in addition to vaccine confidence may be determinants, thus highlighting the importance of reviewing policies for the inclusion of priority groups in the NIP and in implementing educational interventions during undergraduate training.

The Degree of Transformational Leadership Practice among Public and Private Secondary School Principals in the Capital Municipality of Sana'a

This study aimed to determine the degree to which transformational leadership dimensions are practiced by public and private secondary school principals in the Capital Municipality of Sana'a, from the perspective of teachers. A descriptive-analytical approach was employed to achieve the study's objectives. The study sample consisted of (899) male and female teachers. Data was collected using a questionnaire, and a number of inferential statistical methods were used for analysis. The study found that the degree of transformational leadership practice among public and private school principals in the Capital Municipality of Sana'a, as perceived by teachers, was high, with a mean of (4.02). The dimensions were ranked in descending order as follows: (idealized influence, inspirational motivation, intellectual stimulation, individual consideration, and empowering teachers). The study also found statistically significant differences in the responses of the sample members regarding the degree of transformational leadership practice among public and private secondary school principals which could be attributed to the variable of teacher qualification and school type; the differences were in favor of the non-educational university qualification category and in favor of the private schools' category. The results also showed that there were no statistically significant differences attributed to the variables of (school principal gender, teacher gender, and years of teaching experience). The study provided several recommendations in light of its findings, the most important of which is to hold training courses and professional development programs for principals to raise the level of their practice of transformational leadership behaviors.

Teacher Renumeration and Job Satisfaction in Private Secondary Schools: A Case Study in Kakoba, Mbarara City South Division

Teacher Renumeration and Job Satisfaction in Private Secondary Schools: A Case Study in Kakoba, Mbarara City South Division

Teachers’ Participation in Decision Making: An Investigation on Teacher- Administration Conflict Management and its Effects on Students Academic Performance in Private Secondary Schools, in Uasin Gishu, County, Kenya

Teachers’ Participation in Decision Making: An Investigation on Teacher- Administration Conflict Management and its Effects on Students Academic Performance in Private Secondary Schools, in Uasin Gishu, County, Kenya