scholarly journals Variation in Leadership Styles Based on Gender and School System in Baltistan Region of Gilgit-Baltistan, Pakistan

2021 ◽  
Vol VI (II) ◽  
pp. 162-173
Author(s):  
Kamal Ud Din ◽  
Zaheer Abbas ◽  
Musarrat Habib
Keyword(s):  
Public Schools ◽  
Leadership Styles ◽  
School Leadership ◽  
Private School ◽  
School System ◽  
School Principals ◽  
Situational Leadership ◽  
Public And Private ◽  
Significant Difference ◽  
Gilgit Baltistan

Previous studies show divided views on how female-school-leadership styles differ from their male counterparts in both public and private schools. This survey designed research employed a structured questionnaire to collect data from one hundred (120) headteachers (63 male, 57 female) about their leadership styles practices from elementary schools of the Baltistan region. Schools were selected through stratified (public/private) random sampling from the four districts of Baltistan. Both descriptive and inferential statistical tools were used to analyze data. A statistically significant difference between male (M= 3.131, SD = .896) and females (Mean = 3.667, SD=.922) was found with respect to situational leadership only. Public schools principals practiced more autocratic styles as compared to private school principals. Female school principals were more democratic in both private as well as public schools than male principals. Situational leadership styles were more in practice across gender and the school system.

scholarly journals Assessment of knowledge among public and private elementary school teachers in dental trauma management

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Merve Bayram ◽  
Mine Koruyucu ◽  
Figen Seymen
Keyword(s):  
Public Schools ◽  
Private School ◽  
Dental Trauma ◽  
Teaching Experience ◽  
Trauma Management ◽  
School Teachers ◽  
Public And Private ◽  
Knowledge And Attitudes ◽  
Significant Difference ◽  
Level Of Knowledge

Purpose: Traumatic dental injuries, majority of which occur at school and primary care given by teacher, should managed as soon as possible. The knowledge and attitudes of teachers is critical for the best prognosis of traumatized teeth. The purpose of this study was to evaluate knowledge and attitudes among elementary public and private school teachers in dental trauma management.Materials and Methods: A modified three-part questionnaire comprised of questions regarding demographic data, attitude and knowledge about dental trauma was distributed to 328 teachers (public schools:164/private schools:164). The results of the questionnaire were expressed as frequency distributions. Statistical analysis was performed by version 20.0 of the SPSS statistics software.Results: The average correct knowledge score was 4.96 out of 10. Two individual predictors significantly improved the respondents’ knowledge: being more than 50 years old age (p=0.001) and more than 15 years teaching experience group (p<0.001). While 84.5% of public, 79% of private school teachers found their knowledge poor; and 85% of public, 76% of private school teachers state they're not satisfied with their level of knowledge. Private school teachers had given significantly more correct answers to the questions about dental avulsion management than public school teachers (p=0.01). There was no significant difference between public and private school teachers' knowledge regarding dental trauma management.Conclusion: The level of knowledge in dental trauma management determined in this study was unsatisfying. Programs on increasing the awareness and motivation of teachers on dental trauma management in both types of schools are recommended.

scholarly journals Textual production of children without learning difficulties

CoDAS ◽  
2015 ◽  
Vol 27 (4) ◽  
pp. 350-358 ◽  
Author(s):  
Maria Aparecida Gonçalves dos Santos ◽  
Simone Rocha de Vasconcellos Hage
Keyword(s):  
Public Schools ◽  
Public School ◽  
Private Schools ◽  
School Children ◽  
Private School ◽  
School Students ◽  
Public And Private ◽  
Specific Protocol ◽  
Significant Difference ◽  
Overall Performance

PURPOSE: To characterize the writing skills of students, to compare the performance of students in public and private schools, and to identify enhancements in the course of the school year.METHODS: Three texts (narrative, game rules description, and a note or letter) written by 160 students from public and private schools were analyzed based on a specific protocol. Descriptive statistical analysis was performed. To compare the overall performance by the protocol between school grades, the Kruskal-Wallis and Miller tests were used, and to compare results as to schools (private and public), Mann-Whitney test was used.RESULTS: Median values of aesthetic aspects, coherence, clarity, and concision for game rules description among public school students remained one point below the top score. Students from private schools achieved the highest score at medians. When comparing schools, private institutions had students with better performances, with significant difference. As to grades, statistical difference was found between the fourth and sixth grades of public schools and between the fourth and fifth grades of private schools.CONCLUSION: Most of the private school children showed consolidation of skills assessed in the different grades. However, public school children had this consolidation only at the sixth grade. Students from private schools had better performances compared to those from public schools. There is tendency to evolution from the fourth to sixth grades in public schools. However, the overall performance is similar in all grades in private schools.

scholarly journals COMPARATIVE STUDY OF LEADERSHIP STYLES IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN IDO LOCAL GOVERNMENT AREA OF IBADAN, OYO STATE

2021 ◽  
Vol 9 (5) ◽  
pp. 227-239
Author(s):  
Eunice B. Bakare ◽  
Afolakemi O. Oredein
Keyword(s):  
Local Government ◽  
Secondary Schools ◽  
Leadership Styles ◽  
Leadership Style ◽  
School Principals ◽  
Research Question ◽  
Local Government Area ◽  
Public And Private ◽  
Descriptive Research ◽  
Significant Difference

This study compared the leadership styles of principals dominating in both public and private secondary schools in Ido Local Government Area of Ibadan, Oyo State, and also investigated the principals’ gender differences. Leadership styles examined include: autocratic, visionary, , democratic, coaching, servant, , , , bureaucratic and digital. A descriptive research design was adopted. The population of the study consists of 26 public secondary schools and 97 registered private secondary schools. The total population of teachers in the study were 1194. Using the Taro formula, a sample size of 306 respondents were sampled of which questionnaires were administered and 305 questionnaires were retrieved and used for analysis. A self-designed questionnaire that yielded reliability coefficients of r= 0.942, 0.911, 0.924 were used for data collection. A research question and two hypotheses were used to guide the study. The findings of the study showed a significant difference in the leadership style adopted by school principals of both school types with mean =92.5 and 1149, SD= 9.712 and 11.634, while (t = 0.719; = 301, p &lt;0.05). There is also a significant gender difference in the leadership style adopted by principals of both schools with mean =125.14 and 120.97, SD= 14.195 and 9.318 and (t= 2.909; = 301; p&lt; 0.05). The study concluded that though there are significant differences in the leadership styles adopted by the school principals, there are no leadership styles. It is therefore recommended that; principals of both school types should blend and adopt styles that best fit the situation at hand. Thus, leadership style should be applied based on contingency.

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.

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 Comparison of oral hygiene status among 6-14 year old students of public and private schools of Rajbiraj, Saptari, Nepal

2015 ◽  
Vol 10 (1) ◽  
pp. 17-21
Author(s):  
TK Bhagat ◽  
A Shrestha ◽  
TN Yadav
Keyword(s):  
Public School ◽  
Private Schools ◽  
School Children ◽  
Oral Hygiene ◽  
Private School ◽  
Medical Sciences ◽  
Public And Private ◽  
The Public ◽  
Oral Health Education ◽  
Significant Difference

Aim To determine the oral hygiene status of 6-14 years old school children in Rajbiraj, Nepal. Materials and Methods Three hundred school children from public and private schools were examined for oral hygiene status using OHI(S). Descriptive statistics and independent sample t-tests were done. Results There was no significant difference in the oral hygiene status among gender, but the oral hygiene status of the children in private schools was better than that of the public school. Conclusion Large number of public school children had poor oral hygiene compared to private school children. Hence, oral health education programs should be conducted on a frequent basis to improve their oral hygiene status. DOI: http://dx.doi.org/10.3126/jcmsn.v10i1.12763 Journal of College of Medical Sciences-Nepal, 2014, Vol.10(1); 17-21

Public-Private Symbiosis in Nashville Special Education

2002 ◽  
Vol 42 (3) ◽  
pp. 368-394 ◽  
Author(s):  
Sherman Dorn
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
Public Schools ◽  
Religious Education ◽  
Private School ◽  
Local Politics ◽  
Public Schooling ◽  
Public Funds ◽  
Public And Private ◽  
The Public

The conventional historiography describing a strict public-private divide in United States schooling is misleading. The standard story claims that public schooling was a fuzzy concept 200 years ago; the division between public and private education for children thus developed largely over the nineteenth century. In the early nineteenth century, public funds went to many private schools and even large private systems, such as the New York Public School Society. In some instances, public funds went to parochial education, either explicitly or as part of an arrangement to allow for diverse religious instruction using public funds. However, the nineteenth century witnessed growing division between public and private, largely excluding religious education (or at least non-Protestant religious education). By the end of the nineteenth century, the standard educational historiography suggests, public schools meant public in several senses: funded from the public coffers, open to the public in general, and controlled by a public, democratically controlled process. Tacit in that definition was a relatively rigid dividing line between public and private school organizations. Historians know that this implicit definition of “public” omits key facts. First, the governance of public schools became less tied to electoral politics during the Progressive Era. Public schooling in nineteenth-century cities generally meant large school boards, intimately connected with urban political machines. By the 1920s, many city school systems had smaller boards in a more corporate-like structure. The consolidation of small rural school districts in the first half of the twentieth century completed this removal of school governance from more local politics. A second problem with the definition above is unequal access to quality education (however defined). Historically, the acceptance of all students was true only in a limited sense, either in access to schools at all (with the exclusion of many children with disabilities) or, more generally, to the resources and curriculum involved in the best public schooling of the early twentieth century (as with racial segregation).

scholarly journals Association of seeking ophthalmic assessment in children with parental history of refractive errors

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Muhammad Zahid Latif ◽  
Muhammad Athar Khan ◽  
Saira Afzal ◽  
Syed Amir Gilani
Keyword(s):  
Public Schools ◽  
Private School ◽  
Ethical Review ◽  
P Value ◽  
Refractive Errors ◽  
Eye Care ◽  
Parental History ◽  
Public And Private ◽  
Positive History ◽  
History Of

Objective: To find out the association of seeking ophthalmic assessment in children with parental history of refractive errors. Methods: After the approval of ethical review board, an analytical cross-sectional study was conducted in eight high schools of public and private sector at Lahore during the period of seven months from August 2017 to March 2018. Multistage random sampling technique was opted and 2000 study subjects were recruited including 50% boys and 50% girls. Informed consent was obtained and data was collected on a structured questionnaire. The data was organized, entered in version 23 of IBM SPSS and analyzed by the use of statistical tools. Results: Age of the respondents ranged between nine to 18 years with a mean of 13.40±1.82 SD. Parental history of wearing spectacles was present in 21.3% of the fathers and 28.6% of the mothers. Moreover, 72.4% of the participants never visited eye care professional. Among private schools, an association was found between the visit of boys to eye care professional and maternal positive history of wearing spectacles (p-value 0.019). A significant association was found between the positive paternal history of wearing spectacles and visit of the female strudy subjects to an eye care professional (p-value 0.001). In public schools, there was an association between visit of children to eye care services and positive history of mothers about the use of spectacles (p-value 0.018). Conclusions: This study concludes that positive maternal history of wearing spectacles is associated with the ophthalmic examination of children in both public and private school. doi: https://doi.org/10.12669/pjms.35.3.1010 How to cite this:Latif MZ, Khan MA, Afzal S, Gilani SA. Association of seeking ophthalmic assessment in children with parental history of refractive errors. Pak J Med Sci. 2019;35(3):---------. doi: https://doi.org/10.12669/pjms.35.3.1010 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Realising the Vision of Technology Integration: A Case Study of K-12 Private Schools in the United Arab Emirates

2020 ◽  
pp. 251-294
Author(s):  
Kheder Mahmoud ◽  
◽  
Catherine Arden ◽  
Jennifer Donovan ◽  
◽  
...  
Keyword(s):  
Technology Integration ◽  
School Leadership ◽  
United Arab Emirates ◽  
Private Schools ◽  
Education System ◽  
Private School ◽  
National Government ◽  
Public And Private ◽  
K 12

Heralded by the release of government policies such as Vision 2021, the United Arab Emirates (UAE) has joined the worldwide impetus for the integration of Information Communications Technologies (ICTs) into its K-12 education system as a central plank of reforms to its economy and education system. This presents challenges for schools in both public and private sectors in the UAE as they strive to adhere to national government and local education authority guidelines and standards for educational innovation. Whilst the UAE Government has invested heavily to support technology integration in public schools, private schools must fund their own technology integration initiatives. In a context of strong growth in the private K-12 sector and reported high teacher turnover rates, private school leadership faces particular challenges related to decision-making about investment in suitable technologies and support systems, including teachers‖ professional development. This chapter reports some preliminary findings from a qualitative case study investigating the teacher, school and system-wide factors impacting on technology integration in selected private schools located in four Emirates. The study combines policy analysis with semi-structured interviews of a purposive sample of private school K-12 educators to yield a detailed understanding of the challenges faced by private sector UAE schools in implementing technology integration in response to national government policy directives. The findings will inform the development of an implementation framework providing guidance regarding critical success factors for effective technology integration in private schools with particular implications for school leadership and teachers‖ professional learning.

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