scholarly journals Does Compensation & Benefits Matters to Working Women to Perform Well? A Case of Public School Teachers

2019 ◽  
Vol 9 (2) ◽  
pp. 31-41
Author(s):  
Amir Saif ◽  
Maira Amir ◽  
Fawad Hussain
Keyword(s):  
Public School ◽  
Public Sector ◽  
Primary School ◽  
Work Engagement ◽  
Working Women ◽  
Training And Development ◽  
Development Work ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public

Pakistan is a developing country and with the changing global trend, technological advancement and human development are taking place. As we know that training and development is a constant growing process which keeps improving the excellence of employees. In education sector training, development and continuous learning play an important role. Teachers spend their lives grooming our children, youth and shaping our generations. Education is the key element for the success of any society. But unfortunately, there are various reasons why the quality of learning and competency level in the Public sector is not up to the benchmark both for students and teachers in Pakistan. According to report 2015-16 of Pakistan education institution of statistics the total primary schools is 145829 of 145, in which is 125573 is public primary school. On the other hand, as per education statistics there are a total of 422,797 primary school teachers of which 324,561 (77%) represents the public sector With such a huge contribution of public schools, there is a great room of improvement for teacher particularly their educational capability to deliver, then only a gradual change can be seen in the long run. The aim of the study is investigating the relationship between training and development, work engagement and women public teachers’ performance. This study also examines compensation & benefits as a moderating variable. This study has used a total of 220 samples to analyze the data. The study has used Smart PLS and SPSS 22 statistical technique to analyze the data. This study used a quantitative method, in which data collected from working women (public school teachers) in Multan, Lodhran, Khanewal, and Vehari cities of the province Punjab in Pakistan. The findings have concluded that there is a significant relationship between training & development, work engagement and employee performance. However, compensation & benefits do not found to be a moderating variable. This research will be helpful for women public teacher’s related issue to training, work engagement, compensation, and benefits. The study recommends this problem could be resolved by considering some basic measures such as appropriate government policy for public teachers training and development, foolproof accountability system, education quality assessment. Injecting latest talent in the education system, international competitive pay scale, and merit-based transparent hiring process and believe that only education can change our children’s future.

Rationalising industrial action: how Ugandan public school teachers and public university lecturers explain their engagement in industrial action

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Obed Kambasu
Keyword(s):  
Public School ◽  
Public Sector ◽  
Public University ◽  
Public Employees ◽  
Public School Teachers ◽  
School Teachers ◽  
Content Type ◽  
The Public ◽  
Industrial Action ◽  
University Lecturers

PurposeThe purpose of this paper is to shed light on the rising waves of workplace militancy in the public sector and to provide insights into the perceptions that frame justification for industrial action among Ugandan public sector employees.Design/methodology/approachIn-depth interviews and documentary analysis, analysed qualitatively, as well as a review of theoretical and empirical literature.FindingsPublic school teachers and public university lecturers in Uganda who frequently engage in industrial action mainly rationalise their engagement by the absence, or the ineffectiveness of alternative conflict resolution mechanisms. The findings also show that industrial action, even in resource-constrained settings like Uganda, is stimulated more by the desire to achieve equity rather than by the basic desire to improve working conditions. It is also notable that new, often unstructured, forms of workplace militancy continue to emerge in the public sector, and waves of industrial action are shifting from the industrial to the public sector.Practical implicationsWhereas industrial action is a protected labour right, the findings of this research strongly suggest that public employees do not necessarily enjoy their right to engage, but only reluctantly take industrial action as a “last resort”. The findings will, therefore, help public managers and policymakers to appreciate their responsibility in reducing the compulsion for industrial action among public employees.Originality/valueThis paper provides a general explanation for industrial action from the perspective of the people involved, rather than explaining the causality of specific strike actions. At a time when industrial action is generally declining in the developed industrialised states, this paper sheds light on the rise in collective action in developing countries and especially in the public sector.

Assessing the Relationship Between Job Demands, Job Resources, Burnout, Work Engagement, and Work-Life Balance Among Teachers in a Secondary Public School

2020 ◽  
Vol 12 (4) ◽  
pp. 27-47
Keyword(s):  
Public School ◽  
Work Engagement ◽  
Job Demands ◽  
Positive Association ◽  
Work Life ◽  
Work Life Balance ◽  
Job Resources ◽  
Public School Teachers ◽  
School Teachers ◽  
Life Balance

Using the Job Demands–Resources (JD–R) Model as a framework, this study aimed to determine the association between job resources, job demands, burnout, work engagement, and work-life balance among teachers in a secondary public school. The researcher employed a quantitative research design through a self-administered survey among teachers in a secondary public school (School X) in Paranaque City, National Capital Region, Philippines using convenience sampling in selecting the participants from School X. Cronbach's Alpha tested the reliability of the data. Bivariate relationships were then explored using Pearson Correlation to determine how significant and to what degree are the relationships among the investigated variables. The results confirmed the following relationships based from the hypothesized JD–R Model: (1) there is a positive association between job demands and burnout; (2) there is a positive association between job resources and work engagement; and (3) there is a negative association between burnout and work-life balance. However, the data from this study revealed that there is no significant association between work engagement and work-life balance. Finally, in predicting work-life balance using burnout and work engagement, only burnout remains the significant regressor. This study contributed to the limited Philippine-based literature explaining how job demands and resources are associated with burnout and work engagement, respectively, and how these mechanisms are integral to the work-life balance of public-school teachers. The study found that work-life balance among public school teachers may improve by primarily managing and reducing the demands of their jobs.

scholarly journals How Protected are Teachers and School Personnel?: Critical Analysis of The Teacher Protection Act (Senate Bill 956)

2021 ◽  
Vol 1 (3) ◽  
pp. 333-355
Author(s):  
Abegail P. Simbre ◽  
Ingrid A. Palad ◽  
Catherine A. Salazar
Keyword(s):  
Public School ◽  
School Personnel ◽  
The Philippines ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
Classroom Discipline ◽  
Senate Bill ◽  
Magna Carta ◽  
And Training

The contents of the Senate Bill 956, better known as the Teachers' Protection Policy Act was examined and analyzed based on the following themes, namely, support mechanisms for public school teachers and personnel, enhanced protection of public-school teachers and personnel, and training on guidelines and classroom discipline for public school teachers and personnel. According to the Republic Act, 4670 or the Magna Carta for Public School Teachers, the appropriateness of the act was checked to see how much help this bill can provide to the public-school teachers in the Philippines in terms of classroom discipline and classroom management. The bill poses excellent benefits to the public-school teachers. However, the Department of Education must identify which disciplinary acts or strategies are not categorized as child abuse and that there should be centralized policy implementations, seminars, and training to avoid misinterpretations and discipline avoidance among teachers. This paper hopes to contribute to a research-based, logical, and relevant drafting of HR policies and programs to support and protect the teachers as mandated in the Magna Carta for Public School teachers and SB 956. This study employed a qualitative method using resources available online.

scholarly journals Can State & Local Government Consolidation Really Save Money?

2012 ◽  
Vol 10 (10) ◽  
pp. 539 ◽  
Author(s):  
Joseph N. Heiney
Keyword(s):  
Theoretical Model ◽  
Public Sector ◽  
School Districts ◽  
Local Governments ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
Political Consolidation ◽  
State And Local

The recent economic crisis was especially damaging to state and local governments financial situations. One suggested solution to these difficulties is to consolidate smaller political jurisdictions into larger ones to reduce costs. This paper presents a theoretical model for the determination of wages and salaries in the public sector with implications for the variation of public sector salaries across jurisdictions of different sizes. Data is presented for public school teachers salaries in Illinois by district size which shows that salaries are higher in larger districts. This would seem to suggest that consolidating smaller school districts into larger ones will result in higher salaries, leading to the question: Will political consolidation really save money?

THE MEDIATING EFFECT OF WELLBEING ON THE RELATIONSHIP BETWEEN FINANCIAL LITERACY AND PROFESSIONAL COMMITMENT OF TEACHERS

2021 ◽  
Vol 9 (1) ◽  
pp. 277-288
Author(s):  
Elizabeth Joy Serrano Quijano ◽  
Venus D. Bualan
Keyword(s):  
Public School ◽  
Financial Literacy ◽  
Sampling Technique ◽  
Mediating Effect ◽  
Professional Commitment ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
Validated Questionnaire ◽  
The Relationship

This study aimed to determine the mediating effect of wellbeing on the relationship between financial literacy and professional commitment of public school teachers. Stratified random sampling technique was used which included 300 public school teachers as respondents. Through non-experimental quantitative mediation test, validated questionnaire, mean and per-son, results showed significant relationships between financial literacy of teachers, professional commitment and wellbeing. However, there was no mediation on the effect of wellbeing on the relationship between financial literacy and professional commitment of teachers. Furthermore, to improve the level of wellbeing of the public school teachers, the mediating model can be tested keeping in view the socio demographics for better results as the scope of this research required testing of the model. The attitudinal variable of financial literacy relies on many factors as well and to get a holistic picture of what exact source of financial literacy.

America's Armed Teachers: An Ethical Analysis

2018 ◽  
Vol 120 (8) ◽  
pp. 1-36
Author(s):  
Douglas Yacek
Keyword(s):  
Public School ◽  
School Violence ◽  
Civic Education ◽  
Teaching And Learning ◽  
Ethical Issues ◽  
Public Debate ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
Ethical Implications

Background In the aftermath of the Sandy Hook Elementary School shooting in Newtown, Connecticut, in 2012, state legislatures considered a flurry of legislation that would allow school districts to arm their teachers. In at least 15 states such legislation has been signed into law. Parallel to these developments, a lively and at times strident public debate on the appropriateness of arming public school teachers has emerged in the media. Although the two sides of the debate offer illuminating insights into the pitfalls and promises of arming teachers, both tend to focus almost exclusively on the empirical issue of student safety. As a result, the public debate fails to address several central ethical issues associated with arming public school teachers. This article is an effort to pay these issues their due attention. Purpose The purpose of this article is to examine the ethical implications of arming public school teachers. Specifically, the article analyzes three intersecting domains relevant to the ethics of armed teachers: children's rights, educational environments, and the problem of school violence. In doing so, this article seeks to make clear what is morally and educationally at stake when adopting security policies such as arming teachers. Generalizing from this analysis, the article concludes with a deliberative heuristic for educators and policy makers who would like to address school security in a humane and ethically responsible way. Research Design The design of this research conforms to the standards of ethical inquiry and argumentation in education. The article draws heavily on arguments and observations made by teachers, administrators, and educational commentators in the public sphere; state and federal legislation; research in social psychology, psychology, and sociology; and ethical theory. Conclusions The main conclusion resulting from this analysis is that the ethical grounds for arming teachers lack merit. The first half of the article argues that the empirical idiom in which the public debate is often carried out obscures important ethical issues concerning students’ perceptions of safety and the integrity of the school learning environment. In particular, I show that both sides have overlooked the ways in which armed teachers can undermine students’ developmental rights—i.e., their rights to an autonomy-promoting civic education. The second half of the article argues that armed protection transforms the role of both the teacher and student such that the conditions of democratic teaching and learning are seriously endangered. In the final sections, the argument turns to the issue of public fear surrounding school violence and concludes that efforts to prevent school violence may be counterproductive, especially when they are not coupled with larger-scale socioeconomic reforms.

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