Private Secondary Schools Research Articles

Expectancy and Motivation: Determinants of Teacher Retention in Private Schools in Nepal

Teacher retention has been a crucial issue in the higher education sector in Nepal. One primary problem associated with high turnover of teachers in educational institutes is the issue of effective delivery content of an educational program; and another is the loss of in terms of time and financial resources. This study aims to find the relation between retention factors and teacher retention in private schools in a region of Nepal. Vroom’s expectancy theory and Herzberg’s motivation theory are used to relating the expectancy of the teachers and select the appropriate factors for motivation by the schools. This study is based on a quantitative research design. A structured survey questionnaire was applied to the sample of teachers calculated from simple random sampling technique from 14 private secondary schools of Nepalgunj. Descriptive statistics, hypothesis tests and correlation analyses were carried out to explore teacher retention. The study revealed that salary and benefits, selection process, engagement, growth opportunities, work environment and leadership could predict teacher retention. In contrast, with a beta coefficient of 0.301, growth opportunities stand out as the most important factor that could predict teacher retention. The study recommends that private schools in Nepalgunj must attempt to understand the expectancy of teachers as per the Vroom’s theory and also differentiate between hygiene and motivation factors as classified by Herzberg, which will give a clear understanding of the retention of the teachers. Thus, this study's results will benefit principals, school management, policymakers and further researchers.

Determinants of Eating Habits and Body Mass Index in transition; A Comparative Cross-Sectional Study of Public and Private Schools of Lahore

Background Pakistan is facing a double burden of disease. Nutrition has an impact on nutritionally related non-communicable diseases. Malnutrition in adolescent age continues in adulthood so interventions in this stage can help us fight this emerging problem. Objective: To determine the nutritional status of school-going adolescents and their eating patterns and then compare them between public and private secondary schools of Lahore. Methods This analytical cross-sectional study was done on 372 school-going adolescents from 01.03.2023 to 20.06.2023 (3.5 months). A self-structured questionnaire was filled with interviews by convenience sampling. Weight and height were measured and BMI was plotted on WHO z charts to determine the nutritional status. Data were entered and analyzed by SPSS Version 21. The chi-square test was used to compare BMI and its determinants. Factors found significant were subjected to Binary logistic regression. P-value ≤ 0.05 was taken as significant. Results Out of the 372 school-going adolescent participants had a mean age of 14.86 years SD ± 1.75 (164 males and 208 females). 76(20.43%) were underweight, 201 (54.03%) had normal weight, 66(17.74%) were overweight and 29(7.8%) were obese. Public Schools had higher odds of undernutrition AOR 1.49 and lower odds of overweight and obesity AOR 0.38. Males had a reduced chance of undernutrition AOR 0.59 while the increased odds of overweight/ Obesity AOR 1.81. Age groups 11 to 15 years had reduced odds of undernutrition as compared to 16 to 19 years AOR 0.53 and increased odds of overweight/ obesity as compared to 16 to 19 years AOR 2 .00. Conclusion There is a significant difference in the nutritional status and eating habits of adolescents between public and private schools. Undernutrition is higher in public schools, among females and age 16 to 19 years. Nutritional interventions should be strengthened in school health services

The Kaleidoscopic perspective on the privatisation of education in Zimbabwe: A neglect of Ubuntu values?

This qualitative case study from Zimbabwe drew inspiration from the sharp rise of for-profit, high-cost private schools to explore and discuss the perspectives of the parents, teachers and private school owners on the nexus between the emergence of private secondary schools and the applicability of Ubuntu values. Tapping insights from the Ubuntu values, the generated data from online questionnaires and WhatsApp discussions were employed to discern the phenomenon. The themed findings built from a sample of 20 participants purposively selected show that Zimbabwe’s education system has ricocheted back to the colonial era as evidenced by the resurfacing of a dual education system based on economic lines. Findings show that private schools evolved not just to supplement public schools in providing quality education but also to reinforce the interests of the wealthy and their substitutes, undermining the inclusive vision embodied in SDG 4 and the Ubuntu philosophy. The study implores African countries in similar contexts to turn to Ubuntu values to provide equal educational opportunities to all citizens, regardless of class. This exploratory research provides novel insights into the applicability of Ubuntu philosophy in enhancing parity in the educational landscape.

Mediating Role of Organizational Change Readiness on Knowledge Management and Entrepreneurial Orientation for Innovation

The research aimed to explore factors that could help schools enhance their innovation which is challenging due to their institution nature. Three variables were investigated as the antecedents of innovations: entrepreneurial orientation, knowledge management, and organizational change readiness. In education, entrepreneurial orientation was gauged through five dimensions: innovativeness, proactiveness, risk-taking, autonomy, and competitive aggressiveness. The knowledge management process involved three dimensions: knowledge creation, knowledge sharing, and knowledge utilization. The relationship between knowledge management variables was formative, as no single dimension fully captured the entire process; each contributes uniquely. Organizational change readiness dimensions included changing commitment and change efficacy. Dependent variable innovation was assessed through technical, administrative, and managerial innovation. The empirical research was quantitative by design, and data were collected from 110 private secondary schools across Indonesia. The research model was tested using partial least squares – structural equation modeling (PLS-SEM) with the extended repeated indicator approach. The research finds that entrepreneurial orientation does not directly affect innovation, but it is fully mediated by organizational change readiness. Additionally, while knowledge management has a significant direct effect on innovation, organizational change readiness partially mediates the relationship. The research also highlights the importance of organizational change readiness, which has rarely been discussed in entrepreneurial orientation and knowledge management literature.

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.

ChatGPT: Towards Educational Technology Micro-Level Framework

The study explores the role of ChatGPT in the development of a micro-level framework for Educational Technology (EdTech). This study employed an inductive research design particularly a Constructivist Grounded Theory (CGT) approach from thirty-four private secondary high school teachers in the Philippines. To gather insights from specific participants, a semi-structured interview format was utilized. The instrument went through face validation from two experts well-versed in education research, instrumentation, and three-stage prompts. In addition, using JAMOVI software, Fleiss’ Kappa was used with a value of 0.715 indicating a substantial agreement among the expert validators. The interviews were designed to be open-ended, allowing for a flexible exploration of the research topic then subjected for data analysis with the aid of QDA Miner lite software. The findings revealed three (3) distinct milieux: pedagogical support, professional development, and ethical sense. In the (a) pedagogical support milieu, ChatGPT emerges as a virtual compass, offering real-time assistance, explanations, and guidance for teachers. It demonstrates the capability to answer questions, clarify concepts, and provide step-by-step support, crafted to individual students’ needs and learning styles; within the (b) redesigning milieu, it serves as a catalyst for adapting and recalibrating assessment and teaching strategies to suit learning purpose; and (c) ethical sense milieu highlights various implications, including data privacy, plagiarism, transparency, accountability, and overly reliant to the AI tool. Thus, this paper offers a micro-level framework anchored to the ChatGPT’s role in EdTech and aims to stimulate further scholarly discourse in the field.

Public and Private Schooling and Religious Socialization in Secondary School Students

Religion is the main component of the Pakistani Education system. It is important to understand the role of schooling in religious socialization of the students. The study aimed to compare the role of public and private schooling in religious socialization of secondary school students. Quantitative research design was followed to achieve the objectives. Researchers developed a 36 items questionnaire to collect data from secondary school students enrolled in public and private secondary schools. The questionnaire consisted of 6 factors including curriculum, teacher, co-curricular activities, school management, class fellows and parents-teacher interaction. The share of the participants was equal for male, female and rural, urban students. Descriptive and inferential statistics were used to analyze the data. The results showed that public and private secondary schools played an important role in promoting religious socialization among students. However, there was a significant difference in the perceptions of male and female secondary school students about their religious socialization at schools.

Les dispositifs du management éthique des établissements du secondaire privés de Yaoundé au Cameroun

The Cameroonian educational environment is marked by a significant proliferation of private secondary schools, especially in Yaoundé, the political capital of Cameroon and capital of the Central Region. Among them, some operate clandestinely, i.e. on the fringe of the regulations in place. Consequently, not a year goes by without the Ministry of Secondary Education (MINSEC) of Cameroon sanctioning them by ministerial orders. Given that such a situation poses an ethical problem and that ethics is consubstantial to organisations, this article addresses ethical management as applied ethics. To this end, it explores ethical management system within school organisations. The analysis is exploratory in nature and follows a qualitative approach, using semi-structured interviews and documents as data collection tools, and thematic analysis as a data analysis method. The sample consisted of 5 heads of general secondary schools. At the end of the analysis, it was found that sanctions, awareness-raising, software, spies and laws are ethical management systems in those schools.

Nutritional Status of Adolescents in Public and Private Secondary Schools in Asaba, Delta State, Nigeria

This study aimed to compare the nutritional status of adolescents in private and public secondary schools in Asaba, Delta State. A cross-sectional analytical design was conducted among 282 adolescents from private day, private boarding and public secondary schools, selected by multistage sampling technique. Anthropometrics measures and socio-demographic characteristics data were collected using pretested questionnaire. Using WHO-reference-2007, height, BMI and weight-for-age were measured for stunting, wasting and underweight respectively and BMI-for-age for overweight and obesity. The collected data were entered in to Microsoft Excel and exported to SPSS for further statistical analysis. Chi-square test at 95% confidence interval (CI) was used to quantify independent variables of nutritional indices. The mean age of the students in public, private day, and private boarding schools were 14.28±2.79, 13.54±2.24, and 14.04±2.53 years, respectively. The prevalence of stunting, thinness, underweight, normal weight and overweight among public school participants was 31, 35, 29, 71, 0% respectively; that of private day school participants was 34, 45, 29, 63, 9%, respectively whereas that of private boarding school participants was 39, 47, 23, 61, 16%, respectively. These differences in the underweight and obesity were statistically significant (p<0.05). Statistical analyses revealed significant associations (p<0.05) between socioeconomic levels and underweight, highlighting the vulnerability of adolescents from lower socio-economic backgrounds. The influence of poverty on stunting was particularly pronounced within private boarding schools. The result also showed that there was no significant association between thinness, stunting, underweight and eating patterns among adolescents in all school types, however, significant association were observed for overweight. Thus, nutrition interventions to improve nutritional status of the adolescents through providing comprehensive nutritional assessment and counseling services at community, school, and health facility levels, and creating household’s income-generating activities are recommended before they reach conception to break the intergenerational cycle effect of malnutrition.

Financial Instability and Peer Pressure as Predictors of Bullying Behaviour among Private Secondary School Students in Ilorin Metropolis

This study investigated financial instability and peer pressure as predictors of bullying among private secondary school students in Ilorin. Descriptive survey design was used in the study. Three hundred (300) respondents were selected randomly from 15 private secondary schools in Ilorin. The respondents were measured with relevant standardized scale (instruments) and data obtained was analyzed using Pearson Product Moment Correlation (PPMC), Multiple Regression of statistical analysis. Two research Hypotheses were formulated and tested at 0.5level of significance. The result showed that there was significant relationship between peer influence and bullying among students in private secondary schools in Ilorin. (r=.736; p<0.05), there was significant relationship between Financial instability and bullying among students in private secondary school in Ilorin. (r=.671; p<0.05), when peer influence and Financial instability pulled together have significant effect on students. The analysis of variance performed on the multiple regressions yielded an F- ratio value of 44.57 and was found to be significant at 0.05 level. In view of these findings, it was recommended that counseling psychologist should intensify effort in organizing workshop for educational stakeholders on the implications of the study.

Relationship between selected teaching cultures and student academic achievement in secondary schools in Nakuru County, Kenya

The aim of this study was to find out the relationship between selected teaching cultures and academic achievement in the KCSE examination in secondary schools in Nakuru County, Kenya. This study was guided by the theories of educational productivity and organisational culture. The study adopted the descriptive survey design. The target population was comprised of all KCSE 2021 candidates and all principals of secondary schools in the county. The study used an outlier approach and a multistage sampling technique. The sample size consisted of 2214 students and 80 principals of schools. The study found a positive relationship between teaching culture and student academic performance in both low and high-performing Kenyan schools. Low-performing schools show a moderately positive correlation (r = 0.450, p = 0.006), while high-performing schools exhibit a notably strong positive correlation (r = 0.846, p = 0.000). This suggests that the impact of teaching culture on student academic achievement is more pronounced in high-performing schools. In public secondary schools, the correlation is moderately positive (r = 0.458), and in private secondary schools, it's a stronger positive correlation (r = 0.724), with both being statistically significant at the 0.05 level. The study recommends that the school management should consider organising in-service training sessions to equip the teachers with appropriate skills on how to effectively embrace teaching cultures, consider putting stringent measures to ensure the emplacement of student disciplinary cultures and consider investing in student motivation cultures that enhance student academic achievement.

Relationship between selected student motivation cultures and student academic achievement in secondary schools In Nakuru County, Kenya

This study investigated the relationship between selected student motivation cultures and academic achievement in secondary schools in Nakuru County, Kenya. The study adopted the descriptive survey design. The target population was comprised of all KCSE 2021 candidates and all principals of secondary schools in the County. The study used an outlier approach and the multistage sampling technique. The sample size consisted of 2214 students and 80 principals of schools. Data was collected using questionnaires. Instruments were adapted for use after carrying out a test re-test procedure. Cronbach Alpha Coefficient of above 0.7 was obtained. Validity was ensured with the assistance of the supervisors. Data analysis was done using SPSS version 27 and was analysed using descriptive statistics (frequencies and percentages) and inferential statistics (Spearman rank correlations and Regression analysis). Quantitative results were presented in tables and qualitative results in prose. Private schools showed a stronger link between student motivation culture and academic achievement than public schools. In high-achieving KCSE public and private secondary schools, the Spearman rank correlation analysis indicated a moderate positive correlation for public schools and a strong positive correlation for private schools between student motivation culture and academic achievement. However, when assessing the relationship between student motivation culture and student academic achievement in low-performing KCSE public and private secondary schools, the results differ. The study recommends that the school management should consider investing in student motivation cultures that enhance student academic achievement.

CONTRACEPTION KNOWLEDGE AMONG SECONDARY SCHOOL STUDENTS IN PORT HARCOURT METROPOLIS RIVERS STATE NIGERIA

This study investigates the factors associated with the knowledge of contraception among secondary school students in Port Harcourt Metropolis, Nigeria. A descriptive survey research design was employed, involving 900 students from both public and private secondary schools. A validated self-structured instrument with a reliability index of 0.76 was used for data collection. The study found that 76.1% of the respondents exhibited good knowledge of contraception, with 23.9% demonstrating poor knowledge. Disastrously, 80.3% of the students opinioned that contraceptives help prevent sexually transmitted diseases, and 63.7% understood their role in preventing unwanted pregnancies. However, misconceptions persisted, with 16.7% believing that other contraceptives prevent only pregnancy and 59.3% thinking that daily oral pills must be taken daily for effectiveness. Chi-square analysis revealed significant associations between knowledge of contraception and various factors. Age was found to be significant (χ² = 13.633, p = 0.008), with students aged 15-16 years exhibiting better knowledge. Gender was also significant (χ² = 5.705, p = 0.033), as female students had a higher level of understanding. Religion (χ² = 23.564, p = 0.002) and guardian (χ² = 20.432, p = 0.001) both significantly influenced knowledge, with Christian students and those guided by parents demonstrating better knowledge. Based on the findings, it was recommended that government in collaboration with health promotion experts, health educators and school administrators should design, develop and implement a targeted educational interventions to address misconceptions and disparities in knowledge; comprehensive sexual education programs should be implemented, tailored to students' diverse backgrounds, and designed to promote gender equity. KEYWORDS: contraception, Knowledge, students, associated factors, secondary Schools.

The Impact of Parental Conflict on Children for Their Growth, Upbringing and Proper Grooming

Conflicts often take place between parents. It impacts the kids emotionally and also the way they behave. Kids of parents who have conflicts face difficulties in excelling in life and becoming successful. Family structure plays an important role in a kid’s development. Intense conflicts result in divorce, separation and even in spouses living together and married despite conflicts. All these situations can impact kids’ grooming as compared to an ideal nuclear family living in harmony. Disruption in husband-wife association adversely impacts their kids’ communal psychological results. This can hurt on the grooming and emotions of kids. The adverse impact on kids is revealed in the form of sorrow, perplex, fright of desertion, blameworthiness, misperception, rage, faithfulness disagreement, distress, and anguish. This research was done involving the seventy-seven mothers of students who scored ‘D’ and ‘E’ grades in the selected 15 private secondary schools of Hyderabad district, Sindh, Pakistan. Mothers were contacted through the principals of these schools after the consent of the mothers. This study found that kids raised by two-parent status are more successful since they can afford kids better and divide responsibilities of home too. Furthermore, it was revealed that financially sound parents raise more successful kids than single parents.

A comparative analysis of motivational techniques in public and private schools: Implications for secondary education

AbstractThis study examines and compares the motivational techniques employed in public and private secondary schools. The study was conducted in Faisalabad, Pakistan. A mixed‐method approach was used by utilising qualitative as well as quantitative data collected through questionnaires filled out by students and interviews conducted with teachers from 12 secondary schools in the public and private sectors. Findings indicate that private schools outperform public schools in the use of effective motivational strategies. Lack of resources, large class sizes, limited access to professional development and the scarcity of technological resources were identified as some of the important challenges that teachers face in implementing motivation strategies. The research offers valuable insights for educators, policy makers, and stakeholders regarding the significance of motivation in education. The study recommends that resource constraints should be abolished, class sizes should be reduced to the optimal level and access to modern technology must be ensured, particularly in public schools, to enrich the learning environment.

Assessing the Effects of Teachers Qualification on Students Academic Performance in Private Secondary Schools in the South Eastern Nigeria

Ensuring high-quality teaching is vital for positive student learning experiences and achievement outcomes. This study investigated the effects of teachers’ qualification on students’ academic performance in private secondary schools in Southeastern Nigeria. Through a thoughtfully designed survey, over 515 respondents from 187 schools shared insights into their daily educational realities. Their responses revealed generally qualified teaching staff dedicated to covering subjects comprehensively. However, some specialized areas needed more depth, potentially hindering modern curriculum demands. The analysis uncovered largely positive yet complex qualification dynamics. Higher teacher numbers correlated with broader competencies, benefiting coverage. Formal training is strongly associated with examination success, highlighting qualifications' value. Yet continuous skills growth matters as needs evolve. These honest respondents' voices prompt thoughtful reflection. While standards currently meet minimums, achieving excellence requires collaborative progress. Targeted support could strengthen specialized expertise within small classes. Incentivizing expansion motivates continuous learning curves. Partnering with educators and communities cultivates locally tailored growth. Monitoring disparities prompts equitable support. This humble work invites an understanding how qualifications interconnect with private secondary school students' performance, championing each Student's potential. Through open minds and caring hands, we may clear pathways for all hearts and minds to blossom.
 
 Received: 27 August 2023 / Accepted: xx October 2023 / Published: 5 November 2023

Exploring Students’ Mathematical Understanding according to Skemp’s Theory in Solving Statistical Problems

Understanding a concept is not only for mastering the next concept. It is the foundational skill used to solve mathematical problems. This study aims to explore students' conceptual understanding.This research is qualitative research with phenomenology. The participants in this study consisted of 18 eighth-grade students from one of Bandung's private secondary schools. After the students were given the test, six students were selected as research subjects. This aims to ensure that data can be obtained thoroughly and comprehensively. Data collection techniques included tests, interviews, and observations, with research instruments comprising a test and an interview guideline. Data saturation has been achieved. The results of this study are as follows: 1) students with relational understanding are fewer in number than students with instrumental understanding. 2) students find it most difficult to use the interconnections of various mathematical concepts in solving problems. 3) students' difficulties are due to their lack of ability in the concept of basic operations and their lack of understanding of the problems. Therefore, teachers need to strengthen students' understanding of basic operations and the concepts of mean, mode, and median to effectively connect these concepts with their problems.

Sleep quality and its relationship with school schedules and mental health of Nigerian secondary school adolescents.

This study aimed to determine the sleep quality of in-school Nigerian adolescents and its association with their schooling and mental health outcomes. The study was a descriptive cross-sectional study. It was conducted among adolescents attending public and private secondary schools within Ife Central Local Government, Osun State, southwestern Nigeria. A multistage sampling technique was employed to select study participants. The Pittsburgh Sleep Quality Index, Patient Health Questionnaire (PHQ) - 9 and General Anxiety Disorder (GAD) - 7 questionnaires were used to determine sleep quality, depression and anxiety respectively. We studied 448 adolescents aged between 10-19 years with a mean age of 15.0±1.8 years. The majority of our respondents (85.0%) had poor sleep quality. More than half of the respondents (55.1%) had insufficient sleep during weekdays while only 34.8% had insufficient sleep during weekends. The school closing time and school type showed a statistically significant association with sleep quality (p= 0.039 and 0.005 respectively). The odds of having poor sleep quality increased by two-folds among adolescents in private schools when compared with those in public schools (aOR=1.97, 95%CI=1.069 - 3.627). Using multiple linear regression, only depression showed a statistically significant association with sleep quality at 95% CI (p<0.001) such that for every unit change in depression scores (PHQ-9), there will be a corresponding increase of 0.103 in sleep quality. Sleep quality is poor and is associated with the mental health of adolescents adversely. This should also be addressed in the development of appropriate interventions.

Enhancement of private schools for collaboration to address gender equity gap of STEM education: Case study in Mbeya city of Tanzania

Investment in education to guarantee gender equity in most developing countries has focused on modern teaching pedagogy, teaching and learning facilities, cultural issues and the likes. However, performance in private schools do set learnable examples of which if not ignored, a nation in question may take lessons and improve gender equity in science, technology, engineering and mathematics (STEM) education. Private secondary schools may serve as on way to enrich girls' enrolment in STEM for future career opportunities by scoring qualifiable grades in STEM subjects, provided that education investment environment not only favors public schools but also be in favor of private schools. In the study conducted in Mbeya city of Tanzania, the author investigated 58 secondary schools of which 32 were private schools. From these schools 7936 candidates sat for Certificate of Secondary Education Examination (CSEE) of 2022 in Mbeya city. 2232 candidates were from private schools. The analysis indicated that more girls with a potential to enter into STEM education came from private schools, and it is about twice the number of girls from public schools regardless of more girls candidates from public schools. Chi-square testing of pass in STEM subjects between boys and girls verified that performance in private schools had no gender equity gap between boys and girls. On the other hand, boys outperformed girls in public schools. Moreover, an estimation of 2202 candidates of which 999 were girls had at least a minimum pass in basic mathematics. Private schools contributed 626 (63%) of passes in basic mathematics. Thus, appropriate collaboration with private schools might revamp not only girls’ enrolment but also clear gender equity gap in performance of STEM subjects if policy makers in education investment can do more improvement in the environment for education investment through private schools.

Yemen’deki Özel Ortaokullarda E-Öğrenme Sistemlerinin Uygulanmasında Karşılaşılan Zorlukların Belirlenmesi

Education is one of the most important components of societies and one of the most important reasons for the Renaissance and development of nations. Countries, especially developed countries, strive to improve and develop their educational environments and introduce technology and modern tools into their educational systems. In contrast, the emergence of the COVID-19 pandemic has had a major impact on the education system around the world. Therefore, many countries have resorted to distance learning to mitigate the impact of the epidemic outbreak and avoid the suspension of the educational process. In developing and less developed countries such as Yemen, the e-learning process faces many obstacles. Yemen was among the countries where formal education was suspended due to the pandemic and there was no effective alternative to full continuity of education. Schools in Yemen face some challenges in terms of implementing electronic learning (e-learning), but private schools have some elements for implementing e-learning. &#x0D; This study aims to identify the challenges facing the implementation of e-learning in Yemeni private schools. A qualitative research method was used to achieve the objective of this study. The working group of the study was 28 volunteer participants (9 managers and 19 teachers) in 13 private secondary schools in Mukalla city in Yemen. The semi-structured interview form which consists of 33 open-ended questions was used as a data collection tool within the scope of the research. The data obtained after the interviews were analyzed using descriptive and content analysis techniques. It was noted that the private secondary schools in Yemen face individual, content, curriculum, and technical challenges in front of implementing learning systems. As a result of the study, the problems encountered and proposed solutions were identified, as well as suggestions for researchers for future studies.