scholarly journals Investigating the First Year Experiences of Novice EFL Teachers in Public and Private Schools

2021 ◽  
Author(s):  
Faris HOCAOĞLU ◽  
Yasemin KIRKGÖZ
Keyword(s):  
Private Schools ◽  
First Year ◽  
Public And Private ◽  
Efl Teachers ◽  
First Year Experiences

scholarly journals EFL teachers’ motivation and competence in an Indonesian context as assessed within the framework of Maslow’s and Herberg’s theories

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Anna Riana Suryanti Tambunan ◽  
Fuad Abdul Hamied ◽  
Wachyu Sundayana
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Human Resources ◽  
Private Schools ◽  
Multiple Choice ◽  
Social Activities ◽  
High School English ◽  
Public And Private ◽  
Job Commitment ◽  
Efl Teachers

Using regression and descriptive analyses, this research was carried out to measure the nature of teachers’ motivation as indicated by their job commitment and satisfaction, which was then used to predict the EFL teachers’ competence. The participants were 42 high school English teachers from both public and private schools in Binjai, North Sumatera Province. Likert-type inventory on teachers’ motivation, with items focused on job commitment and job satisfaction, and a fact-based, multiple choice assessment of teaching competences were employed. It was found that motivation as indicated by both teachers’ commitment and satisfaction could have a significant impact on their competence. For the success of any school in achieving its predetermined goals, committed and satisfied human resources are therefore considered as the most critical assets. Thus, fostering commitment and satisfaction among teachers is essential because teachers, who are highly committed and satisfied, would tend to stay longer, perform better, and are actively involved in classroom, school and social activities.

scholarly journals Factors Affecting Sudanese EFL Teachers’ Teaching Performance at Public Schools Comparing to Their Performance at Private Schools

2019 ◽  
Vol 7 (1) ◽  
pp. 51
Author(s):  
Amir Abdalla Minalla Alameen
Keyword(s):  
Public Schools ◽  
Learning Environments ◽  
Private Schools ◽  
English Language ◽  
School Teacher ◽  
Practical Experience ◽  
Public And Private ◽  
Factors Affecting ◽  
Financial Status ◽  
Efl Teachers

<p><em>Teachers’ performance is a fundamental concern of all educational institutions and is negatively influenced by different dissatisfactions such as financial status and learning environments that impact on institutional productivity. Sudanese English as a Foreign Language (EFL) teachers of Governmental schools that simultaneously work in public and private schools have a different performances. The performance of these teachers in private schools is usually estimated adequate and of very good quality comparing to their performance in public schools where their performance is rated as less than expected or even inadequate. This study is based on a non-systematic narrative overview and the practical experience of the researcher who has been a secondary school teacher, university English language lecturer and teacher trainer and supervisor for secondary English language teachers in Sudan. Moreover, the study describes and reflects on the male teachers’ condition during the year 2018 in Khartoum, Sudan. Results of the analysis suggest that performance variation of EFL teachers in public and private schools in favour of private schools is influenced by poor financial status of teachers as well as inappropriate teaching/learning environments. </em></p>

Evaluating the First Year Experiences

2020 ◽  
Vol 42 (4) ◽  
pp. 479-507
Author(s):  
Sun-Young Kim
Keyword(s):  
First Year ◽  
First Year Experiences

scholarly journals An Ecosystem Innovation Framework: Assessing Mobility as a Service in Budapest

2021 ◽  
Vol 13 (7) ◽  
pp. 3753
Author(s):  
Athena Roumboutsos ◽  
Ioanna Pagoni ◽  
Athena Tsirimpa ◽  
Amalia Polydoropoulou
Keyword(s):  
Urban Transport ◽  
Decision Makers ◽  
First Year ◽  
Negative Externalities ◽  
Modal Shift ◽  
Present Contribution ◽  
Public And Private ◽  
Document Collection ◽  
Smart Mobility ◽  
The City

Smart Mobility and the introduction of innovation in the complex and dynamic actor ecosystem of urban transport is faced with the need to manage change in order to secure sustainability and protect against negative externalities. The present contribution provides decision-makers with a tool to assess innovation strategies and monitor change over time. The proposed EcoSystem Innovation Framework (ESIF) is applied to a flagship innovation: Mobility as a Service (MaaS). The application concerns the City of Budapest, a location with highly-utilized resources and low car ownership, in contrast to other locations where MaaS is implemented. The ESIF is constructed through qualitative research (stakeholder workshops, interviews, document collection and analysis) for three (3) points in time: Summer 2018; Summer 2019 and end of 2020 (first year of the COVID-19 pandemic). The ESIF analysis was able to guide decision-makers and highlight potential future trends demonstrating the potential of the ESIF framework. For the City of Budapest, the ESIF highlighted the delicate balance in the promotion of MaaS, as the dichotomy between public and private on-demand mobility may trigger a negative modal shift. The COVID-19 pandemic has enhanced this potential. Despite public sector efforts, market opportunity has surfaced leading to contrasting interests in the ecosystem.

scholarly journals Sedentary lifestyle and its associated factors among adolescents from public and private schools of a Brazilian state capital

2016 ◽  
Vol 16 (1) ◽  
Author(s):  
Flávia Miquetichuc Nogueira Nascente ◽  
Thiago Veiga Jardim ◽  
Maria do Rosário Gondim Peixoto ◽  
Carolina de Souza Carneiro ◽  
Karla Lorena Mendonça ◽  
...  
Keyword(s):  
Private Schools ◽  
Associated Factors ◽  
Sedentary Lifestyle ◽  
Public And Private ◽  
Brazilian State ◽  
State Capital

scholarly journals Rorschach comprehensive system norms in Brazilian children from public and private schools

2011 ◽  
Vol 24 (4) ◽  
pp. 671-684 ◽  
Author(s):  
Rosangela Kátia Sanches Mazzorana Ribeiro ◽  
Norma Lottenberg Semer ◽  
Latife Yazigi
Keyword(s):  
Private Schools ◽  
Comprehensive System ◽  
Public And Private ◽  
Rorschach Comprehensive System ◽  
Brazilian Children

Financing the Market-Based Redistribution of Land to Disadvantaged Farmers and Farm Workers in South Africa: Recent Performance of the Land Reform Credit Facility

2000 ◽  
Vol 5 (2) ◽  
pp. 57-65 ◽  
Author(s):  
Michael Lyne ◽  
Paul Zille ◽  
Douglas Graham
Keyword(s):  
South Africa ◽  
Land Reform ◽  
Farm Workers ◽  
First Year ◽  
Private Land ◽  
Mortgage Loans ◽  
Public And Private ◽  
Credit Facility ◽  
Flow Problems ◽  
Kwazulu Natal

This paper compares the results of public and private land redistribution in the province of KwaZulu-Natal, South Africa. It identifies problems that constrain access to the land market, and describes recent efforts to address the liquidity problem associated with mortgage finance. The Land Reform Credit Facility (LRCF) was launched by government in May 1999 to help alleviate cash flow problems on farms purchased by disadvantaged buyers and financed with mortgage loans from commercial banks. The LRCF does not offer subsidies. Rather it offers loans with deferred or graduated repayment schedules to reputable banks and venture capital investors who finance, on similar terms, equity-share projects and land purchased by aspiring farmers. The paper outlines the LRCF experience and considers reasons for its promising start. The loan target of R15 million (US$2.15 million) set for the first year was reached after only eight months.

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