Similar work, different pay? Private school teacher working conditions in India

2021 ◽  
Vol 86 ◽  
pp. 102478
Author(s):  
Amita Chudgar ◽  
Jutaro Sakamoto
Keyword(s):  
Working Conditions ◽  
Private School ◽  
School Teacher ◽  
Teacher Working Conditions ◽  
Similar Work

Teacher Working Conditions, Teacher Commitment, and Charter Schools

2017 ◽  
Vol 119 (6) ◽  
pp. 1-38
Author(s):  
Yongmei Ni
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
Working Conditions ◽  
Linear Models ◽  
Contextual Factors ◽  
School Teacher ◽  
Empirical Studies ◽  
Teacher Commitment ◽  
Professional Commitment ◽  
Teacher Working Conditions

Background The charter school movement relies on teachers as critical components. Teacher commitment is an important aspect of teachers’ lives, because it is an internal force for teachers to grow as professionals. It is also considered one of the crucial factors in influencing various educational outcomes, including teacher effectiveness, teacher retention, and student learning. However, no empirical studies have examined teacher commitment in charter schools. Purpose To address this knowledge gap, this study compares organizational and professional commitment of teachers in charter schools and traditional public schools (TPSs) and explores how these differences are associated with teachers’ characteristics, school contextual factors, and working conditions in the two types of schools. Research Design This study utilizes quantitative analyses of national data from the 2007– 2008 School and Staffing Survey. Hierarchical linear models were developed to examine whether teacher commitment differs between charter schools and TPSs; how teacher characteristics, school contextual factors, and teachers’ perceptions of working conditions contribute to the difference; and finally, whether these variables differentially influence teacher commitment in charter schools and TPSs. Conclusions On average, teachers in charter schools experienced lower levels of organizational commitment than teachers in TPSs, but similar levels of professional commitment. Teacher working conditions explained a large amount of the variance in between-school teacher commitment, suggesting that improving principal leadership, increasing opportunities for professional development, and alleviating teachers’ workload would be effective ways to promote teacher commitment in charter schools.

scholarly journals How much do school teachers know about childhood asthma in Ilesa, Nigeria?

1970 ◽  
Vol 44 (2) ◽  
pp. 68-75
Author(s):  
BP Kuti ◽  
DK Kuti ◽  
KO Omole ◽  
BO Oso ◽  
LO Mohammed ◽  
...  
Keyword(s):  
Private School ◽  
Childhood Asthma ◽  
School Teacher ◽  
Teaching Experience ◽  
Knowledge Score ◽  
University Education ◽  
School Teachers ◽  
Asthma Knowledge ◽  
Level Of Knowledge ◽  
The Mean

Background: Childhood asthma is affected by events and conditions of the school environment. Teachers as de-facto caregivers of children with asthma have a major role to play in ensuring good asthma control in school. This study set out to determine the level of knowledge of school teacher about childhood asthma and factors influencing this knowledge.Methods: Four secondary schools (two private and two public) in Ilesa, South West Nigeria were selected by multistage sampling method. All the teachers in these schools were required to fill a self -administered questionnaire incorporating a validated 40-item asthma knowledge questions. Factors associated with the level of knowledge were determined appropriately.Results: A total of 132 teacher (M: F = 1:2) participated in the study with 85 (64.4%) from private school. The mean (SD) age of the teachers was 38.0 (9.1) years and median (IQR) years in teaching service was 7.0 (5.0 to 15.0) years. Majority (56.1%) of the teachers had university education while only 7 (5.3%) had a post graduate degree. The mean (SD) score of the 40 item questions was 21.5 (7.2) and majority (51.5%) had poor asthma knowledge (score < 22). Poorer knowledge was observed in questions related to the nature and management of childhood asthma than triggers and manifestations. No significant correlation was found between knowledge and age, teaching experience and qualifications (p > 0.05). However, teachers with previous training about childhood asthma had relatively good knowledge about the condition. (p <0.05)Conclusion: The level of knowledge about childhood asthma among school teachers in Ilesa is poor particularly as regards to nature and management of the disease. We advocate for training of school teachers about common childhood conditions including asthma to ensure optimal symptoms control in school.Keywords: Childhood asthma, Knowledge, School teachers

scholarly journals Self-regulation as a way to prevent professional burnout of teachers of higher education institutions

2021 ◽  
Vol 113 ◽  
pp. 00086
Author(s):  
I.F. Timerbulatov ◽  
I.R. Khabibullina ◽  
G.F. Tulitbaeva
Keyword(s):  
Higher Education ◽  
Experimental Study ◽  
Working Conditions ◽  
School Teacher ◽  
Educational Institution ◽  
Self Regulation ◽  
Professional Burnout ◽  
Educational Work ◽  
The Individual ◽  
Individual Style

This article is devoted to the study of the issues of identifying the optimal working conditions of a teacher of a higher educational institution and the significant characteristics of the style of his activity (in particular, the peculiarities of the style of self-regulation) allows us to identify the factors that prevent the development of professional burnout. The significance of the work also lies in the possibility of using the results of the study both in the process of preventing professional burnout of teachers, and in conducting scientific research on such topics. The research materials can become the basis for educational work. In this regard, an experimental study is becoming relevant, the purpose of which is to study the influence of professional burnout on the individual style of pedagogical activity of a higher school teacher.

scholarly journals Personnel Management and School Productivity: Evidence from India

2021 ◽  
Author(s):  
Renata Lemos ◽  
Karthik Muralidharan ◽  
Daniela Scur
Keyword(s):  
Public Schools ◽  
Teacher Effectiveness ◽  
Private Schools ◽  
Private School ◽  
Effective Teachers ◽  
Teaching Practice ◽  
School Teacher ◽  
Value Added ◽  
Teacher Pay ◽  
Management Quality

This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.

Job Satisfaction Of Private And Government School Teachers In Thanjavur City

2019 ◽  
Vol 118 (9) ◽  
pp. 73-82
Author(s):  
SIVAGAMI. R ◽  
UMAMAHESWARI. D
Keyword(s):  
Job Satisfaction ◽  
Working Conditions ◽  
Personal Growth ◽  
Private School ◽  
Work Experience ◽  
Growth Management ◽  
Job Security ◽  
School Teachers ◽  
Government School ◽  
Immediate Supervisor

The sustainability of any organisation depends on the retention of its employees which in turn depends on their satisfaction level.  In this study the researcher had investigated the satisfaction levels of private and government school teachers handling primary children. For this research, 50 Government school teachers and 50 Private school teachers, totally 100 teachers, from different schools in Thanjavur city were examined. This study compares the satisfaction levels of the private and government school teachers based on ten variables which are found to influence them. This study also reveals that the demographic factors such as age, qualification, gender, marital status and work experience makes no difference in the job satisfaction levels of teachers.  Ten factors such as Opportunity to advance professionally, Income, Recognition, Job Security, Colleagues, Working Conditions, Respect, Personal growth, Management and Immediate supervisor were considered to measure the job satisfaction and it is proved that the job security is the most significant factor among the ten factors which influences job satisfaction.

Women's Emancipation and Socialism: The Case of the People's Republic of Poland

1976 ◽  
Vol 6 (1) ◽  
pp. 35-51 ◽  
Author(s):  
Magdalena Sokolowska
Keyword(s):  
Working Conditions ◽  
Vocational Counseling ◽  
Access To Education ◽  
Or Education ◽  
Socialization Process ◽  
Critical Determinant ◽  
Occupational Position ◽  
Similar Work ◽  
Time Work ◽  
Part Time

Determinants of occupational position in Poland, as elsewhere, include the socialization process, access to education, and the employment structure. The socialization process includes the domestic pattern of division of labor, occupational models encountered in person and in the various media, and parental and social pressures, including vocational counseling. Educational access is a critical determinant of the extent and type of participation in the labor force as well as attitudes toward work. Although Poland has made major attempts to improve the socialization process and access by type of program, disparities are still encountered in pay received for similar work, and for work in positions that cannot be explained by differences in productivity or education. Employment policies being undertaken or considered include measures to improve working conditions and occupational position, to socialize a larger number of “domestic” tasks, and to provide more flexibility via part-time work and longer maternity leaves.

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