Private Teachers Research Articles

Model analysis of private teachers' innovative work behavior improvement after the COVID-19 pandemic

After the COVID-19 pandemic, educational organizations' learning process experienced significant changes, especially related to innovative work behavior. It is undeniable that building innovative work behavior requires strong self-efficacy and organizational commitment and is supported by conducive workplace happiness. This research aims to analyze models for improving the innovative work behavior of private teachers after the COVID-19 pandemic based on self-efficacy, organizational commitment, and workplace happiness. The research model is oriented towards a quantitative causality approach. Data was collected online using a Google form, and a sample of 100 teachers was obtained. Using a purposive sampling formula, the foundation for sample determination is geared toward a non-probability sampling strategy. Instrument tests, normality tests, regression tests, correlation tests, hypothesis tests, and coefficient of determination were all utilized in data analysis. The results of the study demonstrate that innovative work behavior is highly influenced by workplace happiness, organizational commitment, and self-efficacy. According to the study's conclusions, encouraging creative work behavior requires teachers to have the confidence to do so. Furthermore, the psychological state of educators has a significant impact on their ability to generate novel and creative ideas.

Correlation between teacher competence and the self-efficacy of secondary school teachers

The purpose of this study was to compare the different levels of teacher competence and self-efficacy among secondary school teachers. A comparative survey method for descriptive research was used. A total of 147 secondary school teachers were selected through a random sampling method. Analysis of variance was used for data analysis. The key finding of this study is that among male and female teachers with high, moderate, and low competency levels, there are no significant differences in self-efficacy. Government teachers show no significant differences in self-efficacy with respect to their competence levels, but private teachers show an apparent pattern. Private teachers differ only in terms of high and low levels of self-efficacy; neither high nor medium self-efficacy levels differ from one another.

Improving Teacher Creativity in Teaching through Career Development

Global creativity indices in developing countries tend to be low. In the field of education, creativity has an important role. Efforts to increase the creativity of educational human resources continue to be hyped. Creative teachers produce creative students. But, the fact is that teachers in developing countries tend to need more creativity in teaching. This study aims to analyze the influence of organizational climate in the school environment and teacher career development on teacher creativity in teaching. The sample of this study was 145 junior high school private teachers in Semarang Regency, Central Java Province, Indonesia. Statistical analysis using PLS-SEM and PLSpredict. The results showed that the school's organizational climate positively affected teacher creativity in teaching. Teacher career development also positively affects teacher creativity in teaching. In addition, teacher career development mediates the influence of school organizational climate and teacher creativity in teaching. The findings could help schools or private educational institutions to understand how organizational climate affects teachers' creativity in teaching. So that it can be used as a guideline for schools or other educational institutions to increase teacher creativity in teaching.

QUALITY OF LIFE AND BURNOUT AMONG TEACHERS IN PRIVATE SCHOOLS IN INDIA

Burnout is a state where an individual experiences complete mental, physical and emotional exhaustion. It hinders with day-to-day activities, and therefore results in being resentful and hopeless. Researches have been done to find the level of burnout among school teachers. Moreover, there are also research carried out to find the quality of life of the primary and secondary school teachers. However, there is paucity of research to study the link between the burnout and quality of life of the teachers. The objective of the study is to study the burnout levels and quality of life among primary and secondary school teachers. The anticipated finding of the research is that there will be a significant difference in burnout levels between primary and secondary school teachers. Moreover, that there will be a significant relationship between burnout and quality of life. Mixed methodology (Questionnaire and Interviews) will be used for the research. For questionnaire, Maslach Burnout Inventory (Educator’s Survey), Quality of Life Inventory, and consent forms, will be used. This study will help in bridging the gap between the burnout and quality of life among primary and secondary school teachers and may help as an eye-opener for the educators and academicians to improve on teacher’s quality of life and can help them to work on reducing their burnout levels

Disparities in allergy and asthma prevalence among schoolteachers

BackgroundEvidence suggests that school factors influence the prevalence of allergic diseases in students. However, very little is known about how such factors affect the health of teachers. ObjectiveWe sought to compare the prevalence of allergic and respiratory conditions among teachers from urban, suburban, and rural schools. MethodsElectronic survey data were collected from a random sample of Pre-Kindergarten through Grade 12 teachers in Massachusetts. Comparisons were made between teacher demographics and allergic respiratory symptoms. ResultsOf the 398 respondents, median age was 45 years (SD 12.32). 71.8% of teachers taught in suburban schools, 76.6% were female, and 87.1% were White, similar to teacher demographics collected by the Massachusetts Department of Higher Education. Although there were more female teachers, males more frequently reported adverse breathing symptoms, such as wheezing (P=0.007). Over half of rural teachers (54.54%) experienced respiratory symptoms such as disrupted sleep due to coughing compared to 34.61% of suburban schoolteachers (P=0.03). Almost half (48.26%) of public schoolteachers experienced exercise-induced chest pain compared to 37.03% of private schoolteachers (p=0.05). A higher proportion of urban school teachers with asthma commonly missed school due to food allergy compared to suburban and rural schoolteachers with asthma (P=0.02). In teachers undiagnosed with asthma, associations existed between school absences and nighttime awakening due to trouble breathing (P < 0.0001), persistent cough (P = 0.002), and sore throat (P<0.0001) ConclusionsRural and public teachers reported proportionately more respiratory symptoms compared to suburban and private teachers, suggesting disparities. Future studies towards evidence-based solutions are needed.

Differences in job satisfaction of male and female teachers in private and public secondary schools

BackgroundPositive feelings about one’s work are referred to as job satisfaction. On the other hand, a bad attitude regarding one's employment is job discontent. In mainstream research, studies on work satisfaction are commonplace. There have been thousands of research done all around the world. Teachers at secondary schools in Pakistan are taking the lead in conducting research on work satisfaction, despite the fact that this field is still underutilized.Aim and objectivesThe current study’s goal was to find out how satisfied male and female instructors were with their jobs in Bahawalpur, Pakistan’s private and public secondary schools. Teachers employed at Pakistan’s public and private schools in Bahawalpur were the study’s targeted demographic, which was chosen for this cross-sectional quantitative investigation. Random sampling was used in the selection of the research sample.MethodThere were five hundred male and female secondary school teachers in the final sample. The survey was self-administered using a 36-item structured questionnaire by good docs. Descriptive and inferential statistics were employed in the data analysis to examine the collected information. The participants were categorized based on their age, gender, experience, qualifications, and type of institution (public vs. private) in order to determine the difference in work satisfactions using one-way ANOVA and an independent sample t-test.FindingsThe findings showed that compared to male instructors, female teachers had higher levels of satisfaction. ConclusionThe research investigated that different public and private school teachers' work satisfactions are based on factors including age, experience, and qualifications.LimitationsThe research findings may not be applicable to other school districts and a sizable population living in Bahawalpur, Pakistan. The author selected a broad sample of teachers (male/female) from public and private schools.Managerial implicationsThe current study was to characterize the elements that lead to teacher satisfaction and discontent among secondary school instructors in Bahawalpur, Pakistan.

Comparison of Job Satisfaction of Private and Public School Teachers in Godawari Municipality

This study analyzed the job satisfaction among teachers in private and public schools located within Godawari Municipality of Lalitpur district. The sample of the study contains five private schools and five public schools which were selected from ward number 9, 10, 11, 12 and 13 of Godawari Municipality of Lalitpur district, Nepal. 100 teachers were approached for the data collection, out of which, 94 responded. Out of 94 respondents, 49 were from public and 45 were from private schools. Data was collected in 2019. Different variables like working environment, salary, staff relationship and motivation were used to analyze the job satisfaction. The data were collected through field survey and 5 points Likert scale questionnaire was used. The data was analyzed through SPSS and it was found that the teachers of private schools were more satisfied in comparison to public schools in terms of working environment, staff relationship and motivation and there was no difference in the satisfaction between the private and public-school teachers.

Spregledani skladatelj Jožef Robert Zupan (1760–1819) in njegovo glasbeno delo

Jožef Robert Zupan was born in Kamnik in 1760 as the son of the well-known composer Jakob Frančišek Zupan. He joined the Cistercian Abbey in Kostanjevica na Krki (Landstraß), studied theology in Graz, and, following the dissolution of the abbey in 1786, remained in the Styrian capital until his death in 1819. There, he worked as a private teacher, moved in eminent social circles, and dedicated at least part of his time to composing music. His preserved and fairly modest compositional oeuvre comprises five works, which were published in Vienna and Graz at the end of the eighteenth century. The discussion at hand offers the first public presentation of the composer and his work.

Dynamics of Perceived Stress, Stress Appraisal, and Coping Strategies in an Evolving Educational Landscape.

In the evolving landscape of education, college teachers often find themselves at the crossroads of myriad stressors, ranging from institutional demands to personal challenges. Understanding the factors that influence their stress perceptions and coping mechanisms is pivotal, not just for their well-being, but also for the overall quality of education imparted. This study sought to investigate the intricate relationships between gender, marital status, institutional affiliation, and their collective impacts on perceived stress, stress appraisal, and coping strategies among college teachers. A sample of 300 college teachers, evenly split with reference to gender, was engaged. Employing tools including Perceived Stress Scale (PSS), Stress Appraisal Measure (SAM), and Brief COPE, the analysis of the study used independent samples t-test and Pearson Product Moment Correlation to derive insights. Findings revealed pronounced gender disparities in stress perception and appraisal, with women teachers manifesting heightened levels. Marital status emerged as a significant modulator of stress and coping, with married teachers depicting nuanced stress and its appraisal with reported coping strategies compared to their unmarried peers. Furthermore, a significant variance in perceived stress and coping was observed between teachers of private and governmental institutions, with private institution teachers displaying elevated stress levels. The study underscores the multifaceted nature of stress experiences among college teachers in Pakistan, influenced by a blend of personal and institutional determinants. These insights are pivotal for institutions aiming to enhance the well-being and effectiveness of their teachers. However, given the specific cultural context of the study, there is an imperative for more global, comparative research, ensuring holistic support mechanisms for teachers worldwide.

Job Satisfaction and Intention to Stay among Selected Private School Teachers: Implication to Educational Policy

Job satisfaction is a very crucial correlate for a teacher to stay in their current teaching assignment. This study looks into the significant factors of job satisfaction and intention to stay of teachers in a private school. In addition, the study also aims to investigate the relationship between job satisfaction and intention to stay of private teachers. Using a complete enumeration process, 34 private teachers were interviewed and primary data were collected from them. Necessary statistical measures were employed to describe the data collected and the Chi-square test for association was used to determine the relationship between the factors of satisfaction and intention to stay. Results indicated that most of the private teachers are just moderately satisfied with their current job and about 55.88% of them are not willing to stay in their job. This implies that working in a private institution is challenging and does not have enough economic security. This Chi-square test revealed that job satisfaction of private teachers is influenced by their civil status (p-value=0.100) and employment status (p-value=0.100). Additionally, the factors that influence their willingness to stay are their age (p-value=0.100) and employment status (p-value=0.052). The study suggests that teachers must be given incentives and the right compensation to increase their satisfaction and intention to stay in a private school.

Science Teaching Practices at Secondary Level: Cross Comparison of Public and Private Sector Teachers

The main purpose of the study was to learn about science education practices in both public and private schools and identify effective teaching practices in both sectors. To fulfil this purpose, a comparison between public teachers with private teachers and public students with private students was made. For this purpose, a random sample of 300 secondary school students and 80 teachers were selected to collect data. The selected teachers and students were given two rating scales as instruments to learn how to utilize teaching practices. The data were analyzed through the Statistical Package for Social Sciences (SPSS). To examine the gathered information, descriptive data analysis statistics and inferential statistics were used to diagnose the practices. Data analysis highlighted that male secondary school teachers in public and private schools needed to be successfully teaching science. The results led to the recommendation that all the teachers, particularly those employed by private institutions, should undergo refresher courses for effective science teaching practices training.

Research on the Incentive Mechanism of Teachers in Private Schools

In the face of the vigorous development of today's society, with the continuous progress of economy and society, the education policy is constantly improved, and the people's attention to education is constantly increasing, and the demand for high-quality education is gradually rising. Under such a social background, private education has entered a period of rapid development. The number of private schools and the number of students has been on the rise, and the education of private schools has become an important part of the development of education in our country. However, due to the relatively short development time of private schools, the relatively weak teachers in some schools, and the imperfect internal incentive mechanism of schools, there are problems in the incentive mechanism of private teachers in the current stage, such as poor evaluation of professional titles, disharmony between material incentives and spiritual incentives, and low participation of teachers, which is not conducive to the improvement of teachers' enthusiasm and work level. Therefore, improving the incentive mechanism of teachers in private schools is conducive to stimulating the enthusiasm of teachers and improving the quality of teachers' work, and plays a positive role in enhancing the overall strength of private schools. This paper takes S private school as the research object, based on the two-factor theory and equity theory, mainly through some problems in the current teacher incentive mechanism of S private school, and puts forward improvement suggestions in view of existing problems, to provide some references for other private schools.

The Barriers Enactment Quizizz Apps in EFL Classroom

The aim of this research is to determine teachers' challenges when learning English using technology in the classroom. The data for this study is drawn from the reflections of English teachers who have taught in secondary schools, as well as being private teachers for 2-3 years. The research was conducted using a qualitative phenomenological design. Participants in this research were three professional teachers in Cirebon. The findings show the complexities faced by English teachers in integrating educational apps, e.g., quizizz, into their teaching strategies, emphasizing the need for relevant learning methods tailored to student comfort.

Использование диагностического инструмента «Матрица коммуникации» в работе с ребенком с тяжелой осложненной формой аутизма

&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Objectives. &lt;/strong&gt;At the moment, there are extremely insufficient diagnostic tools suitable for examining the communicative sphere of children with severe complicated forms of autism, and recorded practical experience of their use in organizing psychological and pedagogical support for such children. The purpose of the study is to test the diagnostic tool &amp;ldquo;Communication Matrix&amp;rdquo; in working with a child of primary school age with a severe complicated form of autism (autism spectrum disorder (ASD), moderate intellectual disability, systemic speech under-development, visual impairment, atopic dermatitis), who was learning the skills of communication using the PECS image exchange communication system.&lt;/p&gt; &lt;p style="text-align: justify;"&gt;&lt;strong&gt;Methods.&amp;nbsp;&lt;/strong&gt;Diagnostic tool &amp;ldquo;Communication Matrix&amp;rdquo;. Data collection was carried out through observation of the child in free and educational activities for one year, and conversation with parents. The study is presented by three diagnostic sections and their analysis.&lt;/p&gt; &lt;p style="text-align: justify;"&gt;&lt;strong&gt;Results&lt;/strong&gt;. At the stage of primary diagnosis, the child&amp;rsquo;s communicative characteristics were described and comments were given regarding the possibilities of taking them into account using the technique. Formed, partially formed and unformed communication skills of a child at the level of unintentional and intentional behavior, non-standard and standard communication, concrete and abstract symbols and language are identified. The objectives of correctional and developmental work are formulated based on a list of communication skills that are in the process of formation. The tasks were included in a special individual child development program and were implemented during the school day by a team of specialists, then reinforced at home with the participation of a private teacher and family members. At the final diagnostic stage, positive dynamics were noted in the development of communication at all levels. After a break (summer holidays), a regression of some skills was noted at the level of unintentional and intentional behavior, standard communication and specific symbols.&amp;nbsp;&lt;/p&gt; &lt;p style="text-align: justify;"&gt;&lt;strong&gt;Conclusion.&amp;nbsp;&lt;/strong&gt;The &amp;ldquo;Communication Matrix&amp;rdquo; tool made it possible to conduct an initial diagnosis of the communication sphere of a child with a severe complicated form of autism and determine the tasks of correctional and developmental work. With the help of the instrument, changes in the child&amp;rsquo;s communicative sphere were recorded during continuous correctional and developmental education and during a break from it. Also, during the work, the advantages and limitations of the technique in relation to a specific diagnostic case were highlighted.&lt;/p&gt;

Free play and pedagogical play: a multiple-case study of teachers’ views of play in Chinese early learning centers

ObjectiveGrounded in theories of globalization, this qualitative case study aimed to explore the understanding of play among Chinese teachers in private, for-profit Western style early learning centers.MethodsThe study encompassed 16 Chinese teachers working in four Western-style early learning centers. Data were gathered through semi-structured interviews. Following separate thematic analyses of each case, a cross-case analysis was conducted to compare and contrast the emerging themes, elucidating both commonalities and distinctions across the four cases.ResultsThe findings from all four cases revealed a categorization of play into two main types: “play in class’” and “play out of class.” “Play out of class” was characterized as unstructured, enjoyable, and creative, emphasizing child autonomy and spontaneous learning. In contrast, “play in class” pertained to play-based curricula that were thoughtfully designed to align with specific teaching goals and learning objectives. It was seen as a structured method for fostering learning, highlighting the developmental appropriateness of such approaches.Conclusion:These findings underscore the educators’ recognition of the significance of play; however, it also illustrates that their perceptions have been shaped by the prevailing emphasis on children’s achievements in Chinese society.

Teaching in a P-12 private or public school: is there a difference in teacher motivation?

ABSTRACT The purpose of this study was to compare motivations of teachers in P-12 private school settings with those in public school settings in a midwestern state in the United States. Through convenience sampling, 2315 surveys were sent out with 73 private and 234 public school teachers agreeing to participate. Descriptive statistics and t tests revealed that teachers from private schools responded statistically significantly lower than teachers on intrinsic career value (d = −.48), job security (d = −.47), family time (d = 1.04), social equity (d = −.43), work with children (d = −.41), prior experience (d = −.46), and social influences (d = −.43). The teachers from private schools scored statistically significantly higher on difficulty (d = .68), social dissuasion (d = .42), and satisfied teaching (d = .41) factors. The findings suggest that teachers in private and public-school settings are motivated to teach for different reasons.

Influence Of Economic Stress on Psychological Well-Being, Occupational Stress, And Job Satisfaction: A Comparative Study Among Government And Private Teachers Of Colleges Of Pakistan.

Influence Of Economic Stress on Psychological Well-Being, Occupational Stress, And Job Satisfaction: A Comparative Study Among Government And Private Teachers Of Colleges Of Pakistan.

تقييم جودة التعليم الالكتروني في الجامعات الحكومية والأهلية

The current research aimed to identify the evaluation of the quality of e-learning in public and private universities, and to achieve this, the researcher chose a sample consisting of (600) male and female teachers. Babylon, University of the Future, in Babylon) (University of Al-Qadisiyah, and the Islamic University, in Al-Qadisiyah) (University of Karbala, University of the Inheritors of the Prophets, in Karbala), and they were chosen in a random manner with a proportional method. The researcher adopted the scale of the Ministry of Higher Education and Scientific Research and it was applied in universities Governmental and private teachers are the same, according to specialization, gender, and years of service. It consisted of (40) paragraphs distributed into three fields (the first field: e-learning management with (20) paragraphs, the second field: digital educational content with (8) paragraphs, the third field: evaluation and evaluation). virtual) and stability using the (Alpha Cronbach) method. The search results showed the following: The sample of teachers has a positive attitude towards e-learning..1 2. There are statistically significant differences in the quality of e-learning by the teaching staff in universities according to the variables of gender (male, female), specialization (scientific, human), and the type of university (governmental, private), if there are differences between (male and female). Of the teachers and in favor of males, and the results also showed that there are differences between the teaching specializations (scientific and human) in favor of the scientific specialization, and the results also showed that there is a difference between universities (governmental, private) in favor of public universities. key words: Evaluation of the quality of e-learning

Internal and external job stress of high school teachers in a private institution

Private schools are working tirelessly to provide a quality education without support from the government. This article aims to evaluate the internal and external job stress of high school teachers in private schools in Leyte, Philippines, and determine its governing factors. The study involved a complete enumeration process in selecting the participants and gathering primary data. In analyzing and extracting relevant information from the data, standard descriptive metrics, correlation analysis, and Chi-square test for independence were employed with the aid of statistical software. The findings of the study depicted that private teachers are both internally and externally moderately stressful in their jobs. The Chi-square test revealed that employment status and years in service are associated with the private teachers’ internal job stress and it is significant at a 10% level. In addition, it is depicted that gender, monthly salary, and years in service are significantly dependent on the teachers’ external job stress at a 10% level. Conclusively, the school heads and management of private schools must lessen the work assignments to avoid exhaustion and increase benefits to improve the well-being of teachers. Moreover, it is suggested that teachers in private schools must be provided with training and seminars, incentives, supplies for teaching, and other benefits that improve their productivity and become globally competitive educators.

Research on the Development Path and Mechanism of “Double-Qualified” Teachers in Private Universities Under the Background of Digital Transformation

This article explores the development path and mechanism of “double-qualified” teachers in private universitiesunder digital transformation. Through literature review, theoretical analysis, and other research methods, this study conducts an in-depth analysis of the impact of digital technology on the development of “double-qualified” teachers in private colleges and universities and puts forward corresponding strategies and suggestions. Research shows that digital transformation provides new opportunities and challenges for developing “double-qualified” teachers in private colleges and universities. To adapt to this trend, teachers must continuously improve their digital skills, and schools should establish a complete incentive mechanism and evaluation system, strengthen school-enterprise cooperation and the integration of industry and education to promote the comprehensive development of “double-qualified” teachers, and provide a useful guideline for private universities to promote the development of “double-qualified” teachers in digital transformation.