scholarly journals The Perceptions between Teachers’ in Public and Private Schools related to the (LFH) Learn from Home Policy

2020 ◽  
Vol 2 (2) ◽  
pp. 78-82
Author(s):  
Sri Wahyuni ◽  
Ariyanti Ariyanti
Keyword(s):  
Public Schools ◽  
Teacher Perceptions ◽  
Private Schools ◽  
Private School ◽  
Public School Teachers ◽  
School Teachers ◽  
Education Development ◽  
Public And Private ◽  
Teachers Perceptions ◽  
Data Subject

Knowledge of the various kinds of teacher perceptions between 2 different schools about LFH policies will increase our knowledge of each teacher's strengths and weaknesses in learning activities using LFH policies during the pandemic. This research was conducted in private schools SD Darul Falah 2 Samarinda and public schools SDN 019 Muara Badak, namely four teachers and two principals. It collected data in this study using interview techniques to determine the strengths and weaknesses of LFH policies from teacher perceptions of LFH policies and questionnaire techniques to support interviews with teachers. Furthermore, The results showed that 24% of private school teachers' perceptions of the LFH policy were included in the "Disagree" category. Similar to private schools, the results showed that public school teachers' perceptions of LFH policies, namely 23.5%, were also included in the "Disagree" category. From these two results, it can be concluded that the average teacher disagrees with the LFH policy because it is considered to have many deficiencies that can impact current education development. The data subject was challenged to face in the learning process because the situation made students and teachers need a high focus level to understand what was conveyed by the teacher in daring or online learning.

scholarly journals Job Satisfaction Among Public and Private School Teachers

2015 ◽  
Vol 1 (1) ◽  
pp. 1-13
Author(s):  
Maher Bano ◽  
Syeda Kaniz Fatima Haider ◽  
Alay Ahmad
Keyword(s):  
Job Satisfaction ◽  
Public Schools ◽  
Public School ◽  
Private Schools ◽  
Private School ◽  
Sampling Technique ◽  
Public School Teachers ◽  
School Teachers ◽  
Female Teachers ◽  
Significant Difference

This paper compares job satisfaction of private and public school teachers in Peshawar. Sample comprised of sixty (N=60) teachers of both genders ranging in age from 25-50 years. Thirty (n=30) were public school teachers including fifteen (n=15 male) and fifteen (n=15) female teachers, thirty (n=30) private school teachers they included fifteen (n=15) male and fifteen (n=15) female teachers. The data was collected through non-probability sampling technique from Mardan city of Khyber Pakhtunkhwa. A questionnaire was constructed for the purpose of measuring Job satisfaction for teachers. The alpha reliability coefficient was significantly high, thus ensuring the reliability of the scale. The results showed that public teachers are more satisfied with their job as compared to teachers working in private schools. It was further revealed that there was no significant difference between male and female teachers working in public schools and private schools.

The psychological effect of compensation on decent work dimensions: a research on public and private school teachers in Turkey

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cavit Çolakoğlu ◽  
Arda Toygar
Keyword(s):  
Public School ◽  
Private Schools ◽  
Private School ◽  
Significant Relationship ◽  
Access To Healthcare ◽  
Public School Teachers ◽  
Decent Work ◽  
School Teachers ◽  
Public And Private ◽  
Content Type

PurposeThe purpose of this work is to examine the psychological impact of adequate compensation, which is one of the dimensions of Decent Work Scale (DWS) evaluated within the psychology of work theory (PWT), on other dimensions of DWS in teachers working in public and private schools in Turkey.Design/methodology/approachIn this study, DWS developed by Duffy et al. was used. In total, 175 private school teachers and 216 public school teachers participated in the study. The data were analyzed with LISREL 8.7 and SPSS 23.0 package programs.FindingsConsidering the structural equation model formed by the sub-dimensions of the DWS and the path diagrams related to the model, it was seen that the “adequate compensation” dimension made a significant difference in “access to health services” on both public and private school teachers. In private school teachers, there is a significant relationship between the dimension of adequate compensation and “access to healthcare”, “physically and interpersonally safe working conditions”, “free time and rest” and “organizational values that complement family and social values”. However, a significant relationship was not found between the variables other than “access to healthcare” in public school teachers. According to the results of the “Independent Sample T-Test”, there is a significant mean difference between the perceptions of teachers working in public and private schools. When this difference is examined, it was seen that teachers working in public schools have a higher level of good job perception than teachers working in private schools.Research limitations/implicationsDWS is a newly developed scale and has been used in a limited number of studies. It is a scale open to be developed and used with different sample groups.Originality/valueApplication of DWS to teachers working in Turkey is one of the fundamental features that distinguish this study from other studies in this area. In addition, the evaluation of the psychological effects of the adequate compensation dimension, which is an important study factor, on the other dimensions of DWS adds originality to the study. It is predicted that this research will fill the deficiency in the relevant literature.

scholarly journals Can girls wear shorts and trousers too? A review of South Australian school uniform policy following mandated requirement for choice.

2019 ◽  
Author(s):  
Sarah Cohen-Woods ◽  
Rachel Laattoe
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Private School ◽  
South Australia ◽  
Dress Code ◽  
School Policies ◽  
Public And Private ◽  
School Uniform ◽  
Uniform Policy ◽  
Gender Specific

Background: School uniform options such as skirts and dresses can impact physical activity and psychological wellbeing of girls. Restrictions that exclude trousers/pants or shorts as uniform options for girls can promote inequality in comfort and engagement in school activities. The South Australian Department of Education and Child Development (DECD) School Dress Code Procedure mandates school dress codes provide flexible uniform options with the right to choice, regardless of gender. This review examines public school adherence to DECD guidelines, and compares girls’ uniform options between public and private school sectors.Method: The proportion of girls shorts and pants/trouser options provided in school uniform policies collated in 2018 were compared across 486 public and 193 private primary, secondary, and combined schools within South Australia. Policies were grouped based on the choice they provided girls for shorts, and separately for trousers/pants. The groups were gender specific choice/open choice, unisex choice, restricted choice, or no option.Results: Overall, 98.6% of public and 26.4% of private school policies included shorts as a uniform option for girls. Of these schools, about nine in ten public, and just over half private, policies listed gender-specific or open choice shorts options. All public primary and high schools, and a majority of combined schools (98.8%) provided girls pants/trouser options, with 93.4% providing gender specific or open choices. This compared to 34.2% of private school policies including girls’ pants options. In total less than 1.0% of public, and 45.5% to 66.7% of private schools provide no opportunity for girls to wear shorts every day. Similarly, 56.0% of private schools do not provide any trouser/pant option.Conclusion: The results highlight a small proportion of public schools fail to follow mandated uniform policy procedures set by the DECD, specifically in context of shorts. Moreover, this report clearly demonstrates the discrepancy in girls’ uniform options between the public and private school sectors. We present suggestions and recommendations with the aim to improve current policy, as well as a need to advance adherence to policy and South Australian anti-discrimination legislation in public and particularly private schools.

Measuring the performance of educational institute by using standard of total quality (compare study between private and public schools)

2021 ◽  
Author(s):  
Yazen Mahmood ◽  
◽  
Saif Younis ◽  
Tala Saeed ◽  
◽  
...  
Keyword(s):  
Public Schools ◽  
Quality Management ◽  
Total Quality Management ◽  
Private Schools ◽  
Private School ◽  
Total Quality ◽  
Public And Private ◽  
Management Standards ◽  
Private And Public ◽  
Compare Study

This research aims to Identify the Total Quality Management standards and the ability to implementation theses standards in educational institutes of Kurdistan region (KRG) in Public and Private schools by ask a question : what is the reality of implementation the standards of Total Quality Management (TQM) in educational institutes of (KRG). The study take 100 sample (Sava private school and AL-Khouwa public school) and use the excel program for analysis the data and the result showed there are difference in implementation the standards between the Public schools and Private schools. The study recommended the need of sharing and disseminating concepts of implementation the standards of (TQM) between the workers in the educational sector.

Teachers’ Perceptions of Educational Inclusion for Migrant Children in Chinese Urban Schools: A Cohort Study

2019 ◽  
Vol 52 (4) ◽  
pp. 649-672 ◽  
Author(s):  
Ting Liu ◽  
Kathryn Holmes ◽  
James Albright
Keyword(s):  
Public Schools ◽  
Urban Schools ◽  
Migrant Children ◽  
Development Programs ◽  
Public School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Educational Inclusion ◽  
Urban Public School

In recent decades, China has observed increasing numbers of rural–urban migrant children seeking education in Chinese cities, resulting in pressure on urban schools to accommodate these children. Drawing on pre- and post-survey and interview data with 215 primary school teachers in a metropolitan city in East China, the objectives of this article are to describe teachers’ perceptions of educational inclusion in both migrant and public schools, and to investigate changes in their beliefs from 2013 to 2016. Urban public school teachers indicated significant differences in perceptions compared with their first test, whereas no salient differences in perceptions was found among migrant school teachers. The qualitative analysis echoed the quantitative findings and provided further explanation for the complexity and particularity of these changes. Our study revealed that public schools have made great reforms in relation to educational inclusion for migrant students and that these initiatives in turn have produced changes on teachers’ perceptions and practices with migrant children. It should be noted, however, that teachers attribute the changes in their perceptions to external factors rather than the internal ones. In the light of these findings, the article discusses implications for further professional development programs for teachers in Chinese migrant schools.

scholarly journals CONSUMPTION OF MINIMALLY PROCESSED AND ULTRA-PROCESSED FOODS AMONG STUDENTS FROM PUBLIC AND PRIVATE SCHOOLS

2019 ◽  
Vol 37 (2) ◽  
pp. 173-180 ◽  
Author(s):  
Camila Silva Ferreira ◽  
Dyene Aparecida Silva ◽  
Cristiana Araújo Gontijo ◽  
Ana Elisa Madalena Rinaldi
Keyword(s):  
Public Schools ◽  
Total Energy ◽  
Energy Intake ◽  
Private Schools ◽  
Private School ◽  
Total Energy Intake ◽  
Processed Foods ◽  
School Students ◽  
Minimally Processed ◽  
Public And Private

ABSTRACT Objective: To compare and analyze the consumption of minimally processed and ultra-processed foods among students from public and private schools. Methods: Study conducted in Uberlândia, MG, with fifth-grade students from three private and six public schools, selected by stratified cluster sampling. We collected data on food consumption using the 24-hour recall. Foods were classified into four groups (G) according to extent and purpose of processing: fresh/minimally processed foods (G1) culinary ingredients (G2), processed foods (G3), and ultra-processed foods (G4). Total energy intake (kcal) of each group, amount of sugar (g), sodium (mg), and fiber (g) were quantified and compared according to administrative affiliation (private or public). Results: Percentage of total energy intake was: G1 - 52%; G2 - 12%; G3 - 5%; e G4 - 31%. Energy intake from G1 (53 vs. 47%), G2 (12 vs. 9%), and G3 (6.0 vs. 0.1%), and amount of sodium (3,293 vs. 2,724 mg) and fiber (23 vs. 18 g) were higher among students from public schools. Energy intake from G4 (36 vs. 28%) and amount of sugar (20 vs. 14%) were higher among students from private schools. The consumption of foods from G1 in the school environment was higher among students from public schools (40 vs. 9%). Conclusions: Foods from G1 represent the highest percentage of total energy intake, while those from G4 constitute a third of calories consumed. Processed juice, sandwich cookie, processed cake, and breakfast cereals are more frequent among private school students; snacks and juice powder are more common for students from public schools.

scholarly journals Teenagers Lifestyles at Public and Private Schools: Screen Time and Physical Activity (Estilos de vida de los adolescentes en las escuelas públicas y privadas: tiempo de pantalla y actividad física)

Retos ◽  
2016 ◽  
pp. 275-281
Author(s):  
Miguel Fialho Pombeiro ◽  
Margarida Gaspar de Matos ◽  
José Alves Diniz
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Private Schools ◽  
Private School ◽  
Screen Time ◽  
International Health ◽  
World Health ◽  
Public And Private ◽  
School Aged Children ◽  
Health Organization

This study aims to compare lifestyles (LS) of students at private and public schools. All schools are from Lisbon´s region (Lisbon). Five lifestyles profiles (LSP) were recognized and interpreted based on physical activity (PA) and screen time (ST). The methodology and the instruments used were adapted from the International Health Behaviour in School-aged Children (HBSC) study conducted under the auspices of the World Health Organization (WHO). Overall, the sample consists of N=2906 students of both genders averagely aged 13.6 years (SD=1.8). The results showed that in both public and private school the access and use of technological equipment’s is being democratized, but that is not true with PA practice; students of private schools are more disciplined in PA and in ST consume.Rsumen: Este estudio tiene como objetivo comparar el estilo de vida de los estudiantes de las escuelas públicas y privadas de la región de Lisboa. Cinco perfiles de estilo de vida fueron reconocidos e interpretados teniendo en cuenta la actividad física y el tiempo de pantalla. La metodología y los instrumentos utilizados en este estudio son el resultado de una adaptación del Internacional Health Beaviour in School-aged Children en niños en edad escolar realizado bajo los auspicios de la Organización Mundial de la Salud. El estudio incluye N = 2906 estudiantes de ambos sexos, con una media de 13,6 años (SD = 1,8). Los resultados mostraron que en las escuelas públicas y privadas, hay una democratización del acceso y uso de la tecnología, pero no en la actividad física; estudiantes de colegios privados son más disciplinados en la práctica de la actividad física y el tiempo de pantalla.Resumo. O presente estudo pretende comparar o estilo de vida dos alunos de escolas privadas e públicas da Região de Lisboa. Cinco perfis de estilo de vida, foram reconhecidos e interpretados em função da prática de atividade física e do tempo de ecrã. A metodologia e instrumentos utilizados neste estudo resultam de uma adaptação do estudo Internacional Health Beaviour in School-aged Children realizado sob a égide da Organização Mundial de Saúde. O estudo inclui N=2906 alunos de ambos os géneros, com uma média de idades de 13.6 anos (DP=1.8). Os resultados mostraram que em ambas as escolas públicas e privadas, existe uma democratização no acesso e na utilização tecnológica, mas não na prática de atividade física; os alunos das escolas privadas são mais disciplinados na prática de atividade física e no tempo de ecrã.  

scholarly journals “Students in public and private schools—which are at higher risk of drug use?”: A survey from Iran

2020 ◽  
Author(s):  
Ali Bahramnejad ◽  
Abedin Iranpour ◽  
Nouzar Nakhaee
Keyword(s):  
Substance Use ◽  
Public Schools ◽  
Drug Use ◽  
Private Schools ◽  
Private School ◽  
Cross Sectional Study ◽  
Cluster Sampling ◽  
School Students ◽  
Cross Sectional ◽  
Public And Private

Abstract Background Recent evidence from Western countries suggests that private school students are more prone to drug use. Such an evidence is lacking in Muslim countries. The aim of this study was to examine whether the risk of drug use is higher in private schools than public schools.Methods This cross sectional study was conducted on 650 tenth grade students of Kerman city, the center of largest province of Iran using cluster sampling. Well-validated questionnaires regarding current, lifetime substance use, and perceived use by classmates were utilized. Substances included in the questionnaire were waterpipe, cigarette, alcohol, marijuana, opium, methamphetamine, and Naas. Drug Use Tendency Scale was used to measure the attitudes of students towards drug use.Results The response rate was 93.7%. More than 82% of sample were public school students (n = 504). Current use of cigarette and marijuana was higher in private schools (12.2% and 3.0%, respectively) than public schools (4.4% and 0.5%, respectively) (P < 0.05). Perceived prevalence of cigarette smoking by classmates was higher among private school students.Conclusion Despite the popular belief that private schools are better than public schools regarding the risk of substance use, students who attend private schools may be at a higher risk of turning to some drugs comparing to public schools in Iran.

scholarly journals “Students in public and private schools—which are at higher risk of drug use?”: A survey from Iran

2020 ◽  
Author(s):  
Ali Bahramnejad ◽  
Abedin Iranpour ◽  
Nouzar Nakhaee
Keyword(s):  
Substance Use ◽  
Public Schools ◽  
Drug Use ◽  
Private Schools ◽  
Private School ◽  
Cross Sectional Study ◽  
Cluster Sampling ◽  
School Students ◽  
Cross Sectional ◽  
Public And Private

Abstract Background : Recent evidence from Western countries suggests that private school students are more prone to drug use. Such an evidence is lacking in Muslim countries. The aim of this study was to examine whether the risk of drug use is higher in private schools than public schools. Methods : This cross sectional study was conducted on 650 tenth grade students of Kerman city, the center of largest province of Iran using cluster sampling. Well-validated questionnaires regarding current, lifetime substance use, and perceived use by classmates were utilized. Substances included in the questionnaire were waterpipe, cigarette, alcohol, marijuana, opium, methamphetamine, and Naas. Drug Use Tendency Scale was used to measure the attitudes of students towards drug use. Results : The response rate was 93.7%. More than 82% of sample were public school students (n=504). Current use of cigarette and marijuana was higher in private schools (12.2% and 3.0%, respectively) than public schools (4.4% and 0.5%, respectively) (P<0.05). Perceived prevalence of cigarette smoking by classmates was higher among private school students. Conclusion : Despite the popular belief that private schools are better than public schools regarding the risk of substance use, students who attend private schools may be at a higher risk of turning to some drugs comparing to public schools in Iran.

Public Policy Toward Private Schools: A Focus on Parental Choice

1986 ◽  
Author(s):  
Mary-Michelle Upson Hirschoff
Keyword(s):  
Public Policy ◽  
Public Schools ◽  
Private Schools ◽  
Private School ◽  
Government Regulation ◽  
Mixed System ◽  
Public And Private ◽  
Private Schooling ◽  
Private And Public ◽  
Major Factors

Not since the 1920s has our society faced so much controversy about public policy toward private elementary and secondary schools. Then, the major issue was whether private schools should be allowed to exist as alternatives to public schools. That issue was resolved in Pierce v. Society of Sisters, in which the Supreme Court upheld the right of parents to choose private schooling, and thus foreclosed a public monopoly. Today, our mixed system of private and public elementary and secondary education confronts increasing pressures for both fiscal and regulatory change. Most prominent in public debate are proposals for tuition tax credits and voucher systems and challenges to government regulation of private school teacher qualifications, curriculum, and admission practices (especially as the latter affect racial segregation). Two major public policy issues have replaced the issue of whether private schooling should exist at all: (1) To what extent should government encourage or discourage the choice of private schooling, that is, what balance between public and private schooling should government try to achieve? (2) What differences between private and public schooling should government promote or prohibit? Despite this change in emphasis, todays debates echo those of the 1920s in many respects. Just as the proponents of the 1920s laws restricting private schools feared that those schools would harm efforts to Americanize the children of immigrants, some argue today that private schools exacerbate social, economic, racial, religious, and ethnic divisions within the society and that aiding private schools will increase such undesirable effects. Now, as then, advocates of private schooling rest their arguments on the rights of parents to direct their children's education and on the benefits to society of diversity in schooling. Most dispute claims that private schools increase social stratification to any greater degree than do the public schools or that they are less effective in creating good citizens. One of the major factors that distinguishes today's debates from those of the 1920s is the greater attention paid to the impact of private schools on the quality of education.

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