Private Teachers Research Articles

ASSESSING THE ATTITUDE OF TEACHER EDUCATORS TOWARDS THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN TEACHING LEARNING PROCESS

The purpose of the present study is to assess the attitude of teacher educators in relation to gender, qualification and experience towards the integration of Information and Communication Technology (ICT) in teaching learning process. The survey was conducted in 10 Government and Private Teacher Education Institutions of Kashmir Division (UT of J&K, India). Descriptive survey method was employed for the present investigation. Stratified sampling technique was used to select the sample of 100 teacher educators teaching in government and private institutions. Data collection technique employed in this present study was Attitude Scale towards Information Technology for Teachers (ASTITT-IN) by Nasrin and Islahi (2012). The data analysis was performed using descriptive statistics such as Mean, Standard Deviation, percentage and t-test. The study reveals that there was no significant difference in the attitudes between male and female teacher educators. However, a notable distinction emerged in the attitudes of teacher educators from government and private institutions was that the teacher educators from government institutions were found to possess higher level of favourable attitude towards ICT. The study also delved into the impact of professional experience on teacher educators' attitudes towards ICT integration and the findings indicate a noticeable difference based on the participants' experience levels. A small subset of educators exhibited a highly positive attitude towards ICT integration while the majority displayed a generally positive orientation. This study contributes to the existing literature by providing insights into the nuanced perspectives of teacher educators in both government and private institutions regarding ICT integration. The identified variations based on institutional affiliation and experience levels underscore the need for tailored strategies and interventions to foster a more widespread positive attitude towards the incorporation of ICT tools in the education sector and prepare teachers to teach effectively with technology.

Integration of traditional and digital educational technologies: points of contact and differences in teaching a foreign language

Relevance. The use of digital educational technologies can lead to more effective and interactive learning, offering new opportunities for teachers and students. In light of the introduction of digital technologies in education, the Government of the Republic of Uzbekistan is actively developing new initiatives, issuing decrees and resolutions, which emphasizes the importance of carefully studying the integration of traditional and digital teaching methods in the country's educational system.Purpose. Thus, the purpose of the current article is to identify common ground and differences between traditional and digital educational technologies in teaching a foreign language in order to create the most effective educational model.Methodology. The methodology of scientific work is based on analysis and synthesis, as well as comparison.Results. The results of the work showed that, in the modern world, knowledge of a foreign language is necessary, and understanding how best to use existing educational resources in the process of teaching languages is crucial for both self-study and for private teachers and educational institutions. While digital technologies offer several benefits, including increased access to education, instant feedback, and personalization of learning paths, traditional methods still retain their value in creating and implementing the educational process. The study shows that the most optimal educational model is a balanced approach that combines the strengths of both traditional and digital technologies. Understanding the common ground and differences between the analysed technologies makes it possible to create a more effective and attractive learning environment, which ultimately increases the educational level, improves the quality of foreign language proficiency.Conclusions. The study acts as an additional tool for studying the current issue, for developing curricula and teaching methods for foreign languages, which optimize the learning of languages in the digital age, thus determining the significance of the results obtained.

Public vs. Private

Evolutionary theory is fundamental to biology, yet evolution instruction in high schools has often been unsatisfactory. How or whether high school biology teachers teach evolution is influenced by their own acceptance or rejection of evolutionary theory, parents’ and community members’ views, and in the case of some private schools, their religious affiliations. Studies documenting how evolution is taught in public high schools have been conducted, yet private schools remain underresearched. Arkansas high school biology teachers employed by public and private schools were invited to complete a survey composed of the Measure of Acceptance of the Theory of Evolution (MATE) and other items designed to allow comparison of their treatment of topics within evolutionary theory. Specifically, we sought to compare public and private teachers’ acceptance of evolution, how they teach it in their classrooms, and how their acceptance of the validity of evolution compares with four other widely accepted scientific theories (cell, gene, germ, and atomic). Results suggest that public school teachers have higher levels of acceptance of evolution than private school teachers. However, teachers in both public and private schools reported lower acceptance of the validity of evolutionary theory compared with the other four scientific theories. Across topics within evolution, natural selection was given the most treatment while human evolution was given the least.

A Study on Level of Awareness of Inclusive Education in Elementary Education: A Comparative Study with Special Reference to Jagun, Tinsukia District of Assam

The present study allows the researcher to understand whether government and private elementary schools are differed on the status, basic infrastructural facilities, teaching strategies, organizing co-curricular activities, availability of resources on the basis of the inclusive education. The prime objective of the study is to compare the level of awareness of inclusive education among teachers in private and government elementary schools in Jagun, Tinsukia District of Assam. A descriptive survey method aided by a self-developed questionnaire was used to collect data. The population of the study comprises teachers from both private and government funded elementary schools from Jagun. To fulfill the target a total of eight schools were randomly selected from where eighty teachers from both private and government schools provided with their opinions. Findings of the study suggested that children especially CWSN needs extra care and facilities according to their needs provided and facilitated with some acts and policies for CWSN which must be implemented in the both public and private funded institutes. Furthermore the NEP-2020 laid stress on inclusive-education to promote education towards holistic growth and development.

Teacher Preparation and the Implementation of Official Bilingualism in Anglophone Primary Schools in Cameroon: A Study of Some Teacher Training Colleges in the Buea Municipality

Since the reunification of the two Cameroons in 1961, successive modes of application of official bilingualism have been adopted geared toward empowering every child leaving school with communication competencies in English and French. Despite the noble intentions, the pedagogic implications of the implementation remain uncertain. With the current Anglophone crisis, the much talked about ‘living together’ is threatened by a linguistic divide which, undeniably, has a huge toll on the cultural heritage of the two linguistic communities in the country. One wonders why after more than half a century; official bilingualism is not yet a living reality among school leavers. In teacher training institutions responsible for laying the foundation for the achievement of the policy, language curriculum still leaves much to be desired. This research investigates teacher preparation as a crucial link in implementing the official bilingualism policy in Anglophone primary schools. It focuses on language curriculum as the basis for teacher training to establish its adequacy in the achievement of official bilingualism. The paper examines official bilingualism in the professional preparation of teachers in some public, confessional and lay private teacher training institutions in the Buea municipality of the South West Region of Cameroon. The findings reveal that, though most teachers have a good working experience of over 10 years, their deficient bilingualism levels do not reflect effectiveness in bilingualism teaching. They cannot plan, implement and evaluate French and bilingualism training lessons. They lack exposure in terms of content knowledge and pedagogic skills and have limited time allocation for bilingual training. Finally, teachers do not master the French language subject matter they are expected to teach.

Job Security and Teacher’s Job Retention in Private and Public Secondary Schools in Delta State

The study investigated the correlation between job security and teacher retention in private and public secondary schools in Delta State. The study utilised a correlational research design. The study included a total of 21,257 teachers from Delta State, with 11,777 teachers from public schools and 9,480 teachers from private schools. The study's sample comprised 1,178 teachers from private and public secondary schools in Delta State. This number represents 10% of the total population. The selection of participants was done using the stratified sampling technique. The data gathering process utilised the Influence of Job Security and Job Retention Questionnaire (IJSJRQ). IJSJRQ underwent validation by three specialists. The reliability of IJSJRQ was determined by the use of Cronbach Alpha, which resulted in a reliability coefficient of 0.81. The data obtained were examined via the Pearson Product Moment Correlation Coefficient and t-test statistics. The findings indicated a notable correlation between job security and teacher's job retention in both private and public secondary schools in Delta State. Additionally, there was a significant disparity in job security between teachers in private and public schools in the State, with public school teachers having a more favourable situation. The researcher concluded that job security had a beneficial impact on the ability of teachers to remain in their positions. Nevertheless, the level of job stability is greater in public schools. The study, among others, recommended that secondary school administrators in both public and private institutions enhance the working environment of their teachers.

Classical Theories of Motivation and Teachers’ Motivation in Public and Private Schools of Guwahati, Assam

Teachers’ motivation has become a significant concern, given their obligation to impart knowledge and skills to students. This research attempts to investigate the motivational factors and their effect on teacher’s performance in private and public schools in Guwahati. The classical theories of motivation have given a clear view on various factors of motivation. The study incorporated the factors of motivation of various classical theories of motivation and its present-day implication among teachers in government and private schools. The study's broad aim was to investigate the role of motivation in improving the performance of teachers of private and public-schools. The study tried to throw light on the effectiveness of factors of motivation that were discussed in the classical theories to motivate of teachers of 21st century. The study also tried to cover whether factors of motivation is different in government school than a private school as the quality of teachers, pay structure, security, extrinsic and intrinsic benefits are all different in both the schools. One of the objectives of our study is to identify whether the same strategy can be used in government schools which are influential in private school in motivating teachers’ performance. A total of 206 respondents, including head teachers, were surveyed using a descriptive survey template and a causal research design employed to check the factors of motivation as stated in the classical theories as independent variables and overall teacher’s motivation as dependent variable. Structural Equation Modeling has been used to draw the interrelationship and model fit. The study revealed that factors of motivation are different in a government school compared to the private schools and all the factors of motivation that were discussed in classical theories of motivation is not relevant in today’s context in teacher’s motivation with changing needs of teachers.

PKDGAN: Private Knowledge Distillation With Generative Adversarial Networks

The deployment of deep learning applications has to address the increasing privacy concerns when using private and sensitive data for training. A conventional deep learning model is prone to privacy attacks that can recover the sensitive information from either model parameters or accesses to the inference model. Recently, differential privacy (DP) has been proposed to offer provable privacy guarantees by randomizing the training process of neural networks. However, many approaches tend to provide the worst case privacy protection for model publishing, inevitably impairing the accuracy of the trained models. Thus, we present a novel private knowledge transfer strategy, where the private teacher trained on sensitive data is not publicly accessible but the student models can be released with privacy guarantees. In this paper, a three-player (teacher-student-discriminator) learning framework, Private Knowledge Distillation with Generative Adversarial Networks (PKDGAN), is proposed, where the student acquires the distilled knowledge from the teacher and is trained with the discriminator to generate similar outputs as the teacher. Moreover, a cooperative learning strategy is also suggested to support the collective training of multiple students against the discriminator when each student is with insufficient unlabelled training data. To enforce rigorous privacy guarantees, PKDGAN applies a Rényi differential privacy mechanism throughout the training process, and use it with a moment accountant technique to track the privacy cost. PKDGAN allows students to be trained with unlabelled public data and very few epochs, which avoids the exposure of training data while ensuring model performance. In the experiments, PKDGAN is found to have consistently good performance on various datasets (MNIST, SVHN, CIFAR-10, and Market-1501). When compared to prior works [1], [2], PKDGAN exhibits 5-82% accuracy loss improvement without compromising any privacy guarantee.

The problem and countermeasures of occupational burnout among private teachers based on the hierarchy of needs theory

The problem and countermeasures of occupational burnout among private teachers based on the hierarchy of needs theory

A Pedagogical Legacy? Abacus Tradition and Surprising Connections. From the Liber Abaci (1202) to the economic education in Early Modern Period

The abacus tradition had a primary educational role between the late Middle Ages and the Early Modern Era. This practical pedagogy was addressed especially to the merchant and artisan classes. It developed especially in Italy through the presence of private teachers, whose didactics was based initially and primarily on Fibonacci’s works. Commercial mathematics, practical geometry, accounting systems and financial rules found in the abacus environment their incubation and development. The main objective of this article is to demonstrate some (unexpected and surprising) connections between the abacus tradition and the pedagogical evolution of the Modern Period.

Non-Academic Factors (De) Motivating Private School Teachers: A Case of EFL Teachers in the Nepalese Context

Motivation plays a crucial role to regulate an individual for the exceptional performance in the workplace. Most importantly, it has drawn a grave attention of the people involved in the field of education in general and English language teaching in particular. This study discusses the fundamental factors, which are non-academic in nature, (de) motivating the secondary level EFL private teachers in the Nepalese context. For the conduction of this study, the narrative inquiry was employed as a research design. Four EFL male teachers teaching at institutional schools in Kathmandu Valley were selected as a sampling population of the study. The informants were chosen via purposive non-random sampling procedure. The data were obtained through in-depth teachers' narratives. The results show that the EFL institutional school teachers were found to be demotivated because of the non-academic factors, which include low social status, sore throat problem, nepotism and kinship, and improper schools' location. This study also suggests to the teacher educators, policy makers, environmentalists, and academic administrators that they take into account these non- academic factors that demotivate the EFL private school teachers so as to bring about a paradigm shift in the overall education system in general and English language teaching in particular in Nepal.

Determinants of Intrinsic Motivation in Private School Teachers in South Kalimantan: an Empirical Analysis Based on Herzberg's Motivator Factor Theory

An individual or organization is guided to attain their objectives by motivation. The school's goals will be achieved if the teacher is motivated and dedicated to his duties and obligations. Based on Herzberg's theory, the purpose of this study is to identify the component that, when it comes to intrinsic motivation, has the most significant percentage among private teachers in South Kalimantan Province: achievement-quality performance, Advancement, and growth-new learning, recognition for achievement, Responsibility, and work itself. The design chosen to conduct this research is a survey. The total sample selected is 335 private school teachers. All items in the questionnaire used a five-point Likert scale to evaluate the response sample in this study. Respondents are asked to assess each item by selecting one of the five options available, ranging from 'Strongly disagree' to 'Strongly agree.' Based on the results of a study of 355 private teachers in South Kalimantan Province, it was found that their level of intrinsic motivation was generally high to very high on various aspects of the assessment. It indicates that these teachers have strong internal enthusiasm for their teaching profession.

SIGNIFICANCE OF TEACHER TRAINING PROGRAMS ON TEACHER MOTIVATION, PROFESSIONAL DEVELOPMENT, AND SELF-EFFICACY

This research shows how teacher training programs (TTPs) for secondary school teachers can influence the motivation, professional development and self-efficacy of the educators. There were three primary goals of this study; the first objective of this research was to examine the impact of TTPs on the motivation levels of teachers, the second purpose of this investigation was to evaluate the impact of TTPs on the professional development of educators and the final objective of the study was to examine the effects of TTPs on teachers' self-efficacy. For this study, a survey was used as a primary method of collecting information. 340 teachers in private and public schools across Punjab, Pakistan, were surveyed using a self-made questionnaire. The results of the questionnaire were examined statistically. Teachers are motivated to attend these workshops because they know it will help them develop professionally and personally. The study found that TTPs were highly beneficial in motivating teachers, helping them grow professionally and improving their self-efficacy. Therefore, this study argues that TTPs hold significant importance in facilitating the growth and development of secondary school teachers.

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.

Motivation, Self-Efficiency, and Academic Achievement Private Teacher Professional Education Students in Differentiated Learning Courses

Student prospective professional teachers are not enough to equip themselves with scientific content alone but need to balance it with academic motivation and self-efficacy which are useful for the quality of their academic achievements. The aim of this study is to analyze the relationship between academic motivation and self-efficacy with academic achievement. This research is non-experimental research, correlational design with a quantitative approach. The research was conducted with a population of all pre-service PPG totaling 23 students, and all members of the population were sampled. Academic achievement data is the accumulated grades of assignments, midterm, and final semester exams for different learning subjects after 16 meetings. Data on academic motivation and self-efficacy were obtained through a questionnaire. Data on the relationship between academic motivation and self-efficacy with academic achievement were analyzed using multiple linear regression tests. The results of the study show that there is a relationship between academic motivation and self-efficacy with academic achievement. Academic achievement can be predicted with the regression equation y = 76.287 + 0.215x1 + 0.268x2, meaning that an increase in one academic motivation score will increase the academic achievement score by 0.215 (β = 0.433, t(20) = 2.351, p = 0.029), while an increase of one self-efficacy scores will increase academic achievement scores by 0.268 (β = 0.413, t(20) = 2.243, p = 0.036).

Pre-Service Teachers’ Perceptions on Their Professional Identity Development (PID)

This research is focused on the perceptions of the pre-service teachers’ Professional Identity Development (PID). The respondents included 16 pre-service teachers from a private teacher education institution. It employed a descriptive narrative design with the qualitative method of collecting data using interview questionnaire and focus group discussion guideline as instruments. The findings showed all the shared experiences were perceived to be contributory to the development of the professional identity of the Pre-service Teachers (PTs) in the competencies stipulated in the Philippine Professional Standards for Teachers (PPST). Results of the interview done individually and as a group revealed how PTs perceived their professional identity development, which is essentially like the competencies of Stage 1 (Beginning Teacher). These include 1) Exhibiting mastery of concepts and pedagogy; 2) Effectiveness in communicating concepts; 3) Proficiency in information and communication technology (ICT) utilization; 4) Creating safe and conducive learning environment (classroom management); 5) Flexibility with the diverse learners; 6) Efficiency in lesson planning; 7) Consistency in reporting and monitoring learners’ progress; 8) Actively collaborating with colleagues and participating in the school community; and 9) Pursuing of continuous professional development. It proposes up-skilling and re-skilling of pre-service teachers which will all lead to the formation of a competent beginning teacher in the 21st century.

Socio-Economic Factors and Engagement Work in Teachers of Educational Institutions, State and Private

Objective: The objective of this research was to determine the relationship between sociodemographic factors and engagement in teachers of public and private institutions in the city of Juliaca, 2021. Methodology: The approach was quantitative with a cross-sectional correlational design, the sample consisted of 104 teachers from public and private educational institutions. A sociodemographic form was used for data collection, as well as the UWES-17. Results and conclusions: Descriptive and inferential statistics were used for data processing through the SPSS statistical package. It is concluded that the sociodemographic factors are not related to engagement, except for the age factor, in which a chi-square value of 15.966 was obtained with a p-value of 0.043 which is less than the proposed significance (p<0.05), therefore, it is affirmed that there is a relationship between the factor and engagement in teachers of public and private institutions in the city of Juliaca, 2021. Implications of the research: In the other factors such as gender, marital status, labor condition, labor regime, length of service, academic training, average remuneration the p value obtained was greater than 0.05 so it is affirmed that there is no relationship between these and engagement in teachers. Originality/value: This article contributes to analyze the socioeconomic factors and work engagement in teachers from different schools in Puno, and it also shows the different relationships with the dimensions of the study.

The Effect of Appointment of Government Employees with Work Agreements on Teachers' Commitment

Organizational commitment is a form of employee loyalty in working in an organization. Recently, the phenomenon of turnover among private teachers has occurred frequently, especially after the government made a policy of hiring civil servants with work agreements. This study aims to examine the effect of job satisfaction and work motivation on organizational commitment in private schools in Bantul district. Through a quantitative approach, data collection was carried out by distributing questionnaires to teachers, then analyzed using multiple linear regression. The results show that; 1). there is a significant effect of job satisfaction on organizational commitment of 57.2%; 2). there is an effect of work motivation on organizational commitment of 26.2%; and 3). there is a simultaneous effect of job satisfaction and work motivation on organizational commitment of 71.9%. The suggestion from this study is that school principals need to maintain the commitment of teachers, especially those working in private educational institutions by increasing the job satisfaction factor.

Mathematics Teacher Competencies and Self-Efficacy in Implementing National Curriculum

The new Indonesia National Curriculum, the Merdeka Curriculum, was officially implemented in the 2022/2023 academic year. There are differences between public and private schools regarding facilities and teachers' employment status. Most teachers in public schools are Civil Servants (CST), while most private teachers are non-CST. This research analyzes the mathematics teachers' competence and self-efficacy of CST and non-CST in implementing the Merdeka Curriculum. This research used mixed methods of survey correlational and expos facto. The number of teacher respondents attained by purposive sampling was 34 CST and 54 non-CST. Teachers' competence data were collected using multiple-choice tests on professional and pedagogical competence. Self-efficacy data were collected using a questionnaire adapted from Bandura, while factors causing teachers' self-efficacy were collected using interviews. The research finding shows that in implementing the Merdeka Curriculum, (1) teachers' competence from both teachers' group was low, whereas self-efficacy were moderate, (2) there is no difference in competence between CST and non-CST, but there are differences in self-efficacy, and (3) factors that affect the differences in the self-efficacy are beliefs towards the success of implementing Merdeka Curriculum, support from the headmaster and the government, salary eligibility, and difficulties aspects.

Evaluasi Pelaksanaan Kebijakan Merdeka Belajar pada Satuan Pendidikan Non-Formal

Non-formal education is a planned and systematic educational curriculum that is implemented independently by the government and the community in achieving learning goals. The purpose of this evaluation discussion is to improve the independence of non-formal education units by optimizing secondary data obtained from various relevant references collected through the development of documents and documentation matrices of norms, standards, procedures, and activities to provide recommendations. regarding study guidelines. The stages of data reduction, data presentation, and conclusion drawing are analyzed. To ensure freedom of learning with a quality learning process in non-formal education units, the learning process also requires quality teaching resources. What is important here is that the government pays attention to universities that train private teachers. Therefore, alternative recommendations that need to be considered by the government include (1) freedom of learning policy, (2) quality teacher policy.