TECHNOLOGICAL HARASSMENT IN THE WORKPLACE: A RESEARCH ON DIGITAL MOBBING

2021 ◽  
Vol 6 (12) ◽  
pp. 117-132
Author(s):  
Gökçe CEREV ◽  
Ayşegül GÜRSUL
Keyword(s):  
Qualitative Research ◽  
Private Schools ◽  
Private School ◽  
Rapid Development ◽  
Electronic Devices ◽  
Structured Interview ◽  
School Teachers ◽  
Space Factor ◽  
Labour Relations ◽  
Technological Developments

The rapid development of technology has deeply affected labour relationships. With the increasing technological developments, traditional mobbing, which is an important problem in labour relations, has started to leave its place to digital mobbing practices today. The biggest difference of digital mobbing from traditional mobbing is that the electronic devices used, eliminate the time and space factor. In this study, the effects of digital mobbing practices applied to employees in workplaces were examined through the example of private school teachers. The reason for choosing private school teachers is that the education sector is the sector where mobbing is encountered intensely. Teachers working in private schools in Elazig province constituted the population of the study. Semi-structured interview form, one of the qualitative research methods, was used in the study. Interview forms were evaluated with content analysis. As a result of the study, it was determined that digital mobbing practices occur in private schools in a multidimensional way and negatively affect labour relationships.

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.

Education's Missing Link: How Private School Teachers Approach Evolution

2010 ◽  
Vol 72 (2) ◽  
pp. 91-94 ◽  
Author(s):  
Michael W. Schulteis
Keyword(s):  
Science Education ◽  
Public Schools ◽  
Public School ◽  
Science Teachers ◽  
Private Schools ◽  
Private School ◽  
Teaching And Learning ◽  
Religious Schools ◽  
School Teachers ◽  
Missing Link

Over 5 million students and 28,000 schools are consistently marginalized or left out of statistics that describe evolution and science education. Although they are relatively few in number compared with their public school counterparts, the millions of students and hundreds of thousands of teachers in private schools need to be counted in research about teaching and learning in the biology classroom. Assumptions have been made about how teachers in these often religious schools teach evolution, but do we have verifiable data? Could teachers in these schools be similar to those in public schools in their teaching of evolution, or is there a silent undercurrent that has not been detected? It is the purpose of this study to reveal more about this underrepresented segment of the population of science teachers.

scholarly journals Development of Excellent Leadership Indicators of Administrators in Private Schools in Northeastern Thailand

2021 ◽  
Vol 14 (12) ◽  
pp. 60
Author(s):  
Weerawat Sintupun ◽  
Wichit Khammantakhun ◽  
Thanyaporn Nualsing
Keyword(s):  
Private Schools ◽  
Private School ◽  
Empirical Data ◽  
Rating Scale ◽  
School Administrators ◽  
Structured Interview ◽  
Chi Square ◽  
Core Elements ◽  
Excellent Leadership ◽  
Northeastern Thailand

The purposes of this research were 1) to study existing excellent leadership indicators of private school administrators and 2) to test the consistency between the developed excellent leadership model and the empirical data. The sample group was consisted of 532 administrators and teachers in private schools in northeastern Thailand certified by the Office of Nation Education Standards and Quality Assessment (Public Organization), Thailand. They were obtained through purposive sampling. The research instruments for data collection included 1) a semi-structured interview form and 2) a 5-point rating scale questionnaire with a content validity between 0.60 - 1.00 and a reliability of 0.992. The data was analyzed with a statistical package and content analysis. The results of the research were as follows: 1. The developed model of excellent leadership indicators of the private school administrators contained 5 core elements and 82 indicators including 1) transformational leadership with 4 sub-elements and 12 indicators, 2) strategic management leadership with 4 sub-elements and 15 indicators, 3) academic leadership with 4 sub-elements and 14 indicators, 4) corporate communication with 5 sub-elements and 21 indicators, and 5) technological skills with 6 sub-elements and 20 indicators. 2. The developed model of the excellent leadership indicators of the private school administrators was in consistence with the empirical data (Chi-square = 357.51, df = 149, p = 0.00000, x2/df = 2.39, GFI = 0.94, AGFI = 0.90, RMSEA = .0.051, RMR = 0.013).

scholarly journals Knowledge and Perception about Risk Factors and Symptoms of Cervical Cancer in Female Teachers of Government and Private Schools of Chandigarh

Healthline ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 70-75
Author(s):  
Aprajita Singla ◽  
N K Goel ◽  
Suman Mor ◽  
Meenu Kalia
Keyword(s):  
Risk Factors ◽  
Cervical Cancer ◽  
Private Schools ◽  
Private School ◽  
Signs And Symptoms ◽  
Cross Sectional Study ◽  
School Teachers ◽  
Cross Sectional ◽  
Government School ◽  
Highly Educated

Introduction: Cervical cancer ranks as the 2nd most frequent cancer among women in India after Breast Cancer. School Teachers constitute important stakeholder position in the society. The knowledge about cancer cervix is beneficial for them and also to the children they teach. Objective:To assess and compare the knowledge about Cervical Cancer, its risk factors, symptoms and signs prevailing in Female School Teachers of Government & Private Schools in the area of Chandigarh. Method: A Cross-sectional study using multistage random sampling was conducted among Female School Teachers. City was divided in to 4 quadrants, 1 private and 1 Government school was randomly selected from each quadrant. From each quadrant 50 participants were taken in the study. Interview of 202 teachers were conducted through predesigned and pretested questionnaire during February to April 2018. Results: Unawareness about risk factors for cervical cancer was found in 79% of respondents. On asking about risk factors for Cervical Cancer, 8% of participants mentioned that infertility, heredity, use of sanitary pads and depression leads to cervical cancer which shows myths prevailing in community. Awareness about signs and symptoms of Cervical Cancer was found only in 37% respondents. Only 23.8% of Government School Teachers and 37.6% of Private School Teachers were aware about association of HPVwith Cervical Cancer. Conclusion: Low Levels of Awareness about Cervical Cancer was found in the study even in highly educated group of School Teachers belonging to Chandigarh.

scholarly journals Job Satisfaction among Government and Private School Teachers of Ranchi

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Dr. Smritikana Mitra Ghosh
Keyword(s):  
Job Satisfaction ◽  
Private Schools ◽  
Private School ◽  
Calculated Result ◽  
T Test ◽  
School Teachers ◽  
Satisfaction Scale ◽  
Government School ◽  
Male And Female ◽  
Significant Difference

In present study the researcher investigated the level of job satisfaction among the private and government school teachers. Total 200 government and private school teachers were taken from Ranchi town. In this research, 100 government and 100 private school teachers, 200 in total, working in different government and private schools were examined. Job satisfaction scale developed by Muthayya (1973) was used to measured job satisfaction. To test the hypotheses ‘t’ test was calculated. Result showed that there was no significant difference between government and private school teachers. Furthermore, it was again revealed that there was no significant difference in the level of job satisfaction of male and female school teachers.

scholarly journals Diversity Of Desired And Observed Levels Of Qualities Among Teacher Candidates Perceived By Private School Management

2010 ◽  
Vol 5 (1) ◽  
Author(s):  
Muhammad Imran Yousuf ◽  
Naveed Sultana ◽  
Muhmmad Naseer-ud-Din ◽  
Sajid Rehman
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Private Schools ◽  
Private School ◽  
Teacher Candidates ◽  
Selection Process ◽  
Group Discussion ◽  
Structured Interview ◽  
Mean Values ◽  
The Difference

The trend of enrolment in private schools is growing rapidly. The criteria of quality for teacher candidates is complex one, great value is placed for oral interviews along with other formal techniques of selection process. The present study focused to investigate the desired and observed levels of qualities for teacher candidates perceived by their employers at private educational institutions in Pakistan. Interviews of personnel involved in selection process, a focus group discussion and a survey were used as the research method. After semi-structured interview with 20 employers the initial three levels of dimensions of qualities for teacher candidates i.e. dimensions of educational and professional knowledge; dimensions of teaching and professional skills; and dimensions of values and attitudes were developed and kept for  focus group discussion. In this way six qualities for each dimension were finalized and the survey was conducted to rate the desired and observed levels of 18 items. A total number of 139 responses were available through this survey. The mean of desired and observed responses for each item was calculated. The difference between means, standard deviations and t-values were also calculated. The differences in mean values for desired and observed levels for all three categories indicate that employers of private schools are not satisfied with the output of teachers training programs.

The obstacles to the application of e-learning in private schools in the Bani Ubaid District in Irbid in light of the Corona pandemic from the teachers' viewpoint: معوقات التعليم الإلكتروني في المدارس الخاصة في لواء بني عبيد في ظل جائحة كورونا من وجهة نظر المعلمين

2021 ◽  
Vol 5 (40) ◽  
pp. 69-46
Author(s):  
Abd Alrahman Muhammad Abu Irsheed Abd Alrahman Muhammad Abu Irsheed
Keyword(s):  
Private Schools ◽  
Private School ◽  
Analytical Approach ◽  
School Teachers ◽  
The Third ◽  
E Learning ◽  
High Degree

This study aimed to identify the obstacles to the application of e-learning in private schools in the Bani Ubaid District in Irbid in light of the Corona pandemic from the teachers' viewpoint. The descriptive and analytical approach was adopted by applying a questionnaire, which in its final form consists of (25) items, to a sample of (489) private school teachers in Bani Ubaid District in Irbid.The findings revealed that the teachers' views of the obstacles to e-learning in private schools in the Bani Ubaid District are high with a mean of (3.60), and a percentage (72%). Where the third field “Obstacles related to students, ” it ranked first with a mean of (3.80), a percentage (76%) and a (high) degree. The first field “infrastructure- obstacles "ranked last with a mean (3.35) a (high) degree, and by a percentage (67%). The results also showed that there are statistically significant differences between the responses of the participants on all areas of obstacles to e-learning in private schools in Bani Ubaid District from the teachers' viewpoint attributed to the gender variable, and the differences were in favor of males. The results also showed that there are differences attributable to the experience variable between the category (more than 10 years) and the categories (less than five years) and (5-10 years), and the results are in favor of categories (less than five years) and (5-10 years).

scholarly journals China’s New Laws and Policies on Nongovernmental Education: Background, Characteristics, and Impact Analysis

2020 ◽  
Vol 3 (2) ◽  
pp. 346-356
Author(s):  
Shengzu Dong
Keyword(s):  
Private Schools ◽  
Private School ◽  
Impact Analysis ◽  
Rapid Development ◽  
Central Committee ◽  
School Education ◽  
Education Sector ◽  
Government Support ◽  
Chinese Society ◽  
New Era

Purpose: China has a long history of private school education. Since the founding of the People’s Republic of China, nongovernmental education (private school education) once disappeared from Chinese society until its revival following the 3rd Plenary Session of the 11th Central Committee of the Communist Party of China. With its development of more than four decades, nongovernmental education has become an important part of China’s educational system and is vigorously promoting the modernization progress of Chinese education. Design/Approach/Methods: Being different from the overseas private school education, which is mostly funded by donations, China’s nongovernmental education sector has operated on the basis of private capital investments and contributions, with the organizers (contributors) typically expecting economic returns. Marked by the introduction of regulations and policies for nongovernmental education around the year of 2016, China’s nongovernmental education sector officially entered a new era of registration, support, and regulation by category. Findings: The macroscopic policies of China’s nongovernmental education in new era present the following new characters: (I) Emphasizing education provision as a public interest and comprehensively strengthening private school leadership; (II) managing negative lists and broadening the means by which social forces participate in operating schools; (III) implementing preferential policies for private schools through categories based on the principle of being fair but different; (IV) supporting the development of private schools with the goal of improving education quality; (V) standardizing private schools’ operating practices in order to promote healthy and orderly development. Originality/Value: The implementing of the new policies on nongovernmental education shall have significant impact on the development and reform of China’s nongovernmental education in the future: (1) The rapid development of nonprofit private schools due to government support; (2) for-profit private schools may face polarization in a fiercely competitive market environment; (3) heavy burden of categorizing and transferring existing stock of schools due to various historical and realistic constraints.

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.

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.

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