Private University Teachers Research Articles

A Study on the Impact of International Education Programs on the Global Competence of Teachers in Private Universities in Guangxi

A Study on the Impact of International Education Programs on the Global Competence of Teachers in Private Universities in Guangxi

Role of Workplace Culture on Organizational Commitment of Private College Teachers: Mediating Effect of Professional Development

The research investigates the complex dynamics between workplace culture, organizational commitment, and professional development among 489 private college teachers in Madurai district. Utilized purposive sampling, a structured questionnaire is employed for primary data collection. Percentage analysis is applied to examine the demography of teachers, providing a comprehensive understanding of the sample composition. The study employs Structural Equation Modeling to scrutinize the causal relationships among workplace culture, organizational commitment, and professional development. Additionally, Analysis of Variance is utilized to assess the impact of teachers’ demographic variables on the research constructs. Findings revealed that learning and adaptability, institutional support, and job engagement play crucial roles in shaping workplace culture, while the latter significantly influences organizational commitment. Furthermore, professional development partially mediates the relationship between workplace culture and organizational commitment. In contrast, gender and designation show no significant effects, but age, academic status, and salary exhibit substantial impacts, emphasizing their pivotal roles in influencing institutional support, job engagement, workplace culture, professional development, and organizational commitment among private college teachers.

The Impact of Job Stress on University Teachers' Career Development: The Mediating Role of Social Support

This article investigates the impact of job stress on the career development of Afghan university teachers, considering the mediating role of social support. Using a cluster sampling approach, data were collected from 370 teachers in both government and private universities through questionnaires. The analysis utilized SPSS and SPSS AMOS for regression analysis, guided by the Job Demand-Control-Support (JDCS) model. Findings indicate a negative relationship between job stress and career development across all stages: early, mid, advanced, and continuing professional development. Higher job stress correlates with lower career development, while social support mitigates these negative effects. This underscores the need for interventions that address job stress and enhance social support to promote positive career outcomes for university teachers.

Synergistic Advancement of Teachers Professional Ethics and Students Mental Health in Private Colleges and Universities

This paper explores the correlation between teachers professional ethics and students mental health in private colleges and universities, along with their significance for students holistic development. The paper initially analyzes the challenges encountered by teachers in private colleges and universities regarding professional ethics, as well as the specific manifestations of students mental health issues in private colleges and universities. Subsequently, it investigates the interaction between teachers professional ethics and students mental health. Finally, a set of strategies are put forward, encompassing strengthening professional ethics training, establishing a harmonious campus ambiance, enriching communication channels between teachers and students, and constructing a platform for home-school collaboration, to facilitate the synergistic advancement of teachers professional ethics and students mental health.

Research on Strategies to Improve Teachers' Sense of Gain in Private Universities

In the higher education system, private colleges and universities play an increasingly important role, and the stability and development of the teaching team are one of the key factors to ensure the quality of education. This study aims to conduct an in-depth analysis of the structure, acquisition paths, evaluation and improvement methods of teachers' sense of gain in private colleges and universities. Through a combination of literature review and field research, a theoretical framework of teachers' sense of gain in private colleges and universities is constructed and its multi-dimensional structure is clarified. By identifying the main factors that affect teachers' sense of gain, this study proposes corresponding improvement strategies, evaluates the current evaluation system of sense of gain, and puts forward specific suggestions for improvement. The study points out that by improving the working environment, optimizing the salary and welfare system, and broadening career development channels, the sense of gain of teachers in private universities can be significantly improved, thus promoting the overall development of private higher education.

The Implementation of English as a Foreign Language and the Effective Behavior of Teachers in Chinese Private Colleges under the Background of Blended Learning

The Implementation of English as a Foreign Language and the Effective Behavior of Teachers in Chinese Private Colleges under the Background of Blended Learning

Influencing Factors on the Reduction of Private College Instructors in China: An Inputs to Development Plan

As an important part of higher education, private colleges and universities have made important contributions to social development. However, breaking through the quality, reputation, and characteristics, taking the road of differentiated development, and facing multiple tests. In the development of many problems, the construction of teachers in private colleges is increasingly prominent, and there is an unstable phenomenon of teachers. The continuous reduction of this group will affect the educational decision-making of government departments, hinder the development of private colleges, and the development of teachers' careers. This study takes the teachers of 11 private undergraduate colleges in Heilongjiang province as the research object, based on the theory of job satisfaction and the Price-Mueller reduction theory. According to the reality of teacher reduction in private colleges, the theoretical model and research hypothesis of teacher reduction are constructed, and the influence of different factors on teacher job satisfaction and reduction intention is evaluated.

The Relationship between Personality Traits and Turnover Intention of Private University Teachers: The Mediating Role of Sense of Belonging

This study examines the relationship between personality traits (openness, conscientiousness, extraversion, agreeableness, and neuroticism) and turnover intention among private university teachers, focusing on the mediating role of sense of belonging. A quantitative research approach using Structural Equation Modeling (SEM) via SmartPLS 4.0 was employed. Data were collected from 781 private university teachers in Yunnan Province, China, through an online survey, and hypotheses were tested to explore the direct and indirect effects of the Big Five personality traits on turnover intention. The results reveal that openness, conscientiousness, and neuroticism are positively related to turnover intention, while agreeableness shows a significant negative relationship. Sense of belonging mediates the relationships between all personality traits and turnover intention, highlighting its critical role in reducing turnover. The study's cross-sectional design limits causal inference, and the specific context of Chinese private universities may affect generalizability. University administrators should focus on enhancing teachers' sense of belonging and tailor retention strategies based on individual personality traits. This study provides new insights into the complex interplay between personality traits, sense of belonging, and turnover intention in educational settings, offering practical recommendations for improving teacher retention.

The Impact of Educational Beliefs on Work Engagement Among Private College Teachers in China: An Empirical Study

The Impact of Educational Beliefs on Work Engagement Among Private College Teachers in China: An Empirical Study

Comparative Analysis of Job Satisfaction of Public and Private University Teachers, A case of an emerging Economy

Comparative Analysis of Job Satisfaction of Public and Private University Teachers, A case of an emerging Economy

Major Factors of Young Teachers’ Burnout in Private Universities in Mainland China

This article takes young teachers in private universities in mainland China as the research subjects and carries out a literature review focused on teacher burnout and related contexts. The major factors of young teachers’ burnout are found to be the influences from the external environment in private universities, influences from the internal environment in private universities, and the influences from teachers’ own professionalism. Based on the author’s and the young teachers’ experience, the most effective strategy for releasing burnout among private university young teachers is using the motivation system, Maslow’s hierarchy of needs, and Herzberg’s two-factor theory. Once the sense of belonging is formed, the young teachers trust their prosperity is indivisible with the schools, and they inspire their work enthusiasm and creativity consciously.

Teacher Groups: Another Approach to Protecting Teacher Rights and Interests from the Perspective of Social Law

The dismissal of English teacher Liu Lingli from the Bowen College of Lanzhou Jiaotong University during her cancer period has sparked many thoughts on the rights and interests of teachers in private universities. Private university teachers enjoy a similar legal status as public university teachers in law, but in fact, they are far from it due to differences in legal and ownership systems. To better safeguard the legitimate rights and interests of teachers in private universities, we should start from the perspective of social law and form a social team composed of private and public institutions to maintain the status of teachers.

Unveiling the Dynamic Landscape of Job Satisfaction: A Multi-Dimensional Analysis of Teachers in Public and Private Colleges

Workplace satisfaction plays a crucial role in enhancing job performance and overall productivity. This study aimed to investigate and compare the factors influencing job satisfaction among private and public college teachers in District Bhakkar, Punjab, Pakistan. The research focused on understanding the distinct elements contributing to job contentment within these educational sectors. The study population encompassed all private and public college teachers in District Bhakkar. A sample of 346 college instructors participated, comprising 201 from public colleges and 145 from private colleges. This quantitative research utilized a self-developed questionnaire employing a 5-point Likert scale to collect primary data. The findings revealed a notable difference in job satisfaction levels between public and private college teachers. Public college teachers reported higher levels of satisfaction in areas such as job autonomy, respect, recognition, salaries, personal growth, promotions, and job training, compared to their counterparts in private colleges. Interestingly, there was no significant disparity in job satisfaction perceptions between male and female college teachers. Based on these results, it is recommended that initiatives be undertaken by owners or management of private colleges to enhance teachers’ self-recognition, respect, job autonomy, salaries, rewards, personal growth and development opportunities, promotions, training provisions, and job security. Such measures can potentially improve overall job satisfaction among private college teachers, consequently enhancing their performance and job engagement. Keywords: Job Satisfaction, Intrinsic Factors, Extrinsic Factors, Education, Job Satisfaction Scale, Teacher, Student

Perspectives of University Academics on Language Attitudes and Beliefs: A Mix Method Approach

This research aims to investigate the language attitudes and linguistic beliefs among private University academics in Lahore. It delves into the intricate interplay between Pakistan's national and its official language, investigating their influence on the perspectives of private University teachers’ language attitudes and beliefs in Lahore. Employing Spolsky's national language policy theory (2004), the study focuses on female English academics working in private Universities. Based on the observation that the majority of the faculty members of the English department are females, the research sample includes 50 female English academics working in eight private Universities in Lahore. Considering the complexity of the field of language beliefs and the linguistic diversity in Lahore, a mixed-method research (MMR) approach has been employed. The research uses an explanatory sequential approach; the quantitative data collection through an online survey was followed by short interviews of 10 randomly selected participants. A descriptive approach has been used to analyze the quantitative and the qualitative data side-by-side; the quantitative data has been analyzed using bar graphs that were obtained from Google Forms, whereas the qualitative data has been analyzed by manual thematic analysis. The findings of the study reveal slight signs of linguistic biases towards the three prevalent languages in Lahore i.e.: Urdu, English, and Punjabi. Future researchers can benefit from this research to study the language attitudes and language beliefs among either Urdu or English academics working in government Universities. Comparative analysis between the current and future research endeavors promises to enrich this field further.

Research on the Improvement of Teachers' Salary System in Private Colleges and Universities

In the current era of increasingly intense competition among colleges and universities, private colleges and universities are booming, and with the development of economy, the competition for excellent teachers is becoming increasingly fierce. Therefore, an effective salary system is of great importance to colleges and universities. Effective salary system must conform to the development of colleges and universities, and combine salary theory, incentive theory and other theories into concrete practice. At the same time, the research on the salary system of private colleges and universities must clarify its purpose and significance, so as to better formulate the salary system research plan suitable for the teachers of private colleges and universities.

English teachers’ views of EFL education in private educational institutions in Tunisia: A qualitative investigation

This research study focuses on the status of English language education in private educational institutions in Tunisia, an area that has received limited attention. Qualitative investigation, utilizing one-to-one interviews with English language teachers in private schools and universities, was conducted to understand the conditions of Teaching English as a Foreign Language (TEFL) in the private sector. Interviews were conducted online and transcribed for analysis. Findings indicate that the quality of English language teaching in private institutions surpasses that of state schools, with students benefiting from early exposure and ample practice opportunities. Teachers in private institutions have access to better resources due to stable financial situations, but they tend to be less experienced compared to their counterparts in public schools. Despite the study's limited scope, it provides valuable insights into Tunisian English teachers’ perceptions of working conditions and highlights their need for professional development and improvements in TEFL. The instrument used in the study has been validated and could serve as a basis for future research. This research, part of a larger PhD dissertation, contributes to understanding the differences between state and private language education and has pedagogical relevance for EFL education in similar contexts.

民办高校青年教师的角色困惑与纾解路径

The rapid development of higher education in China has made the role of private universities in the education industry increasingly significant. As the main force engaged in teaching and research in private universities, the growth and development of young teachers directly affect the quality of education and the level of education. But in the real education ecosystem, young teachers in private universities often encounter multiple role challenges and confusion. They not only have to play the role of educators, but also become researchers and social service providers. This complex identity relationship often leads them to face problems of unclear role positioning and role conflicts. These problems not only affect the individual career development of young teachers, but also pose potential constraints on the long-term development of private universities. Therefore, in-depth exploration of the role confusion of young teachers in private universities has certain theoretical and practical significance for promoting their career development, optimizing the teaching staff of private universities, and improving the quality of education.

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.

Exploring the Antecedents and Consequences of Job Satisfaction among Private University Teachers: A Qualitative Study

This study aimed to explore the antecedents and consequences of job satisfaction among private university teachers. In other words, the main purpose was to conduct an in-depth investigation into the factors influencing teachers' job satisfaction and the resulting outcomes. This study employed a qualitative research approach and conducted in-depth interviews with 20 teachers to explore the antecedents and consequences of job satisfaction among private university teachers. A semi-structured interview checklist was developed, meticulously translated, reviewed by five teacher educators recognized as experts in qualitative research methodology and teacher education, and edited based on the feedback from the experts. The findings show that the antecedents of job satisfaction can be categorized into individual conditions and organizational conditions. Individual conditions include personality traits such as conscientiousness, agreeableness, openness, extraversion, neuroticism, and individual cognitive self-efficacy. Organizational conditions include perceived organizational support, including support from management leadership, colleagues, and students, etc. This study was conducted in a specific context, with specific participants. Most research on job satisfaction is quantitative, whereas this qualitative study explores the antecedents and consequences of job satisfaction from the private university teachers' perspective. Some of these aspects have not been mentioned in any relevant research.

Research on the path of improving teachers’ digital literacy ability in private colleges and universities under the background of Digital Age

Under the background of digital transformation and quality improvement in private colleges and universities, in order to further improve the digital literacy of teachers in private colleges and universities, we should improve their digital technology application ability, digital teaching resources application ability, digital teaching method innovation ability, digital teaching platform application ability and digital education evaluation ability. This paper puts forward a new solution to how to improve the digital literacy ability of teachers in private colleges and universities.