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 How much do school teachers know about childhood asthma in Ilesa, Nigeria?

1970 ◽  
Vol 44 (2) ◽  
pp. 68-75
Author(s):  
BP Kuti ◽  
DK Kuti ◽  
KO Omole ◽  
BO Oso ◽  
LO Mohammed ◽  
...  
Keyword(s):  
Private School ◽  
Childhood Asthma ◽  
School Teacher ◽  
Teaching Experience ◽  
Knowledge Score ◽  
University Education ◽  
School Teachers ◽  
Asthma Knowledge ◽  
Level Of Knowledge ◽  
The Mean

Background: Childhood asthma is affected by events and conditions of the school environment. Teachers as de-facto caregivers of children with asthma have a major role to play in ensuring good asthma control in school. This study set out to determine the level of knowledge of school teacher about childhood asthma and factors influencing this knowledge.Methods: Four secondary schools (two private and two public) in Ilesa, South West Nigeria were selected by multistage sampling method. All the teachers in these schools were required to fill a self -administered questionnaire incorporating a validated 40-item asthma knowledge questions. Factors associated with the level of knowledge were determined appropriately.Results: A total of 132 teacher (M: F = 1:2) participated in the study with 85 (64.4%) from private school. The mean (SD) age of the teachers was 38.0 (9.1) years and median (IQR) years in teaching service was 7.0 (5.0 to 15.0) years. Majority (56.1%) of the teachers had university education while only 7 (5.3%) had a post graduate degree. The mean (SD) score of the 40 item questions was 21.5 (7.2) and majority (51.5%) had poor asthma knowledge (score < 22). Poorer knowledge was observed in questions related to the nature and management of childhood asthma than triggers and manifestations. No significant correlation was found between knowledge and age, teaching experience and qualifications (p > 0.05). However, teachers with previous training about childhood asthma had relatively good knowledge about the condition. (p <0.05)Conclusion: The level of knowledge about childhood asthma among school teachers in Ilesa is poor particularly as regards to nature and management of the disease. We advocate for training of school teachers about common childhood conditions including asthma to ensure optimal symptoms control in school.Keywords: Childhood asthma, Knowledge, School teachers

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.

scholarly journals A Comparative Study of Teachers' Academic & Professional Qualifications in Public and Private Secondary Schools in Malakand Division

2021 ◽  
Vol VI (I) ◽  
pp. 175-183
Author(s):  
Miraj Ahmad ◽  
Manzoor Hussain Shah ◽  
Muhammad Ilyas Khan
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Private Schools ◽  
Private School ◽  
Teaching Experience ◽  
Public And Private ◽  
National Education ◽  
National Education Policy ◽  
Academic Qualifications

Quality education comprises of so many factors, such as teachers' professional and academic qualifications. This study deals with the quantitative part of a larger study that looks at factors that influence the quality of education in private schools as well as in public schools in the Malakand Division. The study's sample consisted of four hundred and eighty teachers from forty-eight randomly selected schools (fifty percent public and fifty percent private sector) in Malakand. A survey questionnaire technique was used for the collection of data, which was then analyzed using inferential statistics and descriptive statistics. Results indicate that teachers at public secondary schools had higher academic qualifications, more teaching experience and were on average older in comparison to private school teachers. In light of the recruitment guidelines of the National Education Policy (2017), the paper recommended that teachers in both public and private schools improve their professional qualifications as well as academic qualifications.

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 Comparing Perceptions of Public versus Government School Teachers towards Job Satisfaction at District Malakand

2016 ◽  
Vol I (I) ◽  
pp. 285-298
Author(s):  
Asghar Ali ◽  
Iqbal Ahmad ◽  
Anisul Husnain Shah
Keyword(s):  
Job Satisfaction ◽  
Public Schools ◽  
Private Schools ◽  
School Teachers ◽  
Satisfaction Scale ◽  
Government School ◽  
Work Condition ◽  
Public And Private ◽  
Significant Difference ◽  
The Government

Many studies have been carried out on the job satisfaction of employees at various organizational levels all over the world. However, little is known about the government versus private schools in district Malakand Khyber Pakhtunkhwa. This study compares the perceptions of private versus government school teachers job satisfaction related to its six component i.e, pay and promotion, job security, workload, supervision, work condition and nature of work. A questionnaire was used for data collection. The data were collected from 100 teachers both public and private schools on a convenient sample basis. This study showed that there was a significant difference among the job satisfaction level of teachers in private versus public schools on the job satisfaction scale. the results of the study showed that government school teachers were more satisfied with their jobs than the privately run school teachers on most of the dimensions of the scale.

scholarly journals A Comparative Study of Teachers’ Perspectives about Commercialization of Education at Elementary Level in Punjab

2019 ◽  
Vol IV (III) ◽  
pp. 179-186
Author(s):  
Ghulam Hyder ◽  
Muhammad Arshad ◽  
Iftikhar Ahmad Baig
Keyword(s):  
Public Schools ◽  
Private Sector ◽  
Private School ◽  
Urban Areas ◽  
Quality Of Education ◽  
Elementary Level ◽  
School Teachers ◽  
Fee Structure ◽  
Significant Difference

There is a rapid increase in demand for education across the country. Consequently, the trend of educating children in private sector schools is expanding. This article provides an overview of the teachers of private and public schools regarding commercialization of education at elementary level. A self-developed questionnaire was followed for data collection. No significant difference was found in the perceptions of both sectors teachers regarding positive attitude of parents towards private sector, high socio economic status of private sector students and low and high emphasis of commercialization of education in rural and urban areas respectively. Public school teachers views for acceptability of fee structure and promotion of quality of education for commercialization of education are significantly more positive than private school teachers. It is recommended that government should develop proper mechanism to regulate the private sector in the area of fee structure, overall quality of education and affordable for everyone.

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 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.

Awareness of Health Policies and Risks Regarding Tobacco Smoking Among School Teachers in Pakistan

2020 ◽  
Author(s):  
Wasfa Farooq
Keyword(s):  
Public Schools ◽  
Private School ◽  
Health Hazard ◽  
School Personnel ◽  
Ethical Review ◽  
School Teachers ◽  
School Policies ◽  
Cross Sectional ◽  
Significant Difference ◽  
Private And Public

Background: The phenomenon of smoking among schoolchildren has been observed to stem from lenient attitudes of teachers towards smoking. Smoking, a health hazard, proven over years of research, leads to increase in morbidity and mortality rates. This study determined the role of school policies and teacher attitudes towards the perception and adoption of smoking habits by students of private and public schools. Method: This was a cross-sectional study in which 632 school personnel in various private and public schools of South Karachi filled a questionnaire. Informed consent was obtained from all participants; ethical approval for this study was obtained from the Ethical Review Committee of JPMC before the study was conducted. Data was collected via survey forms after consent from individuals. Statistical analysis was done using SPSS v.17. Results: The prevalence of teacher smoking within school premises was found to be 8.8% and 5.9% in private and public sectors, respectively. A significant difference was found between the school policies enforced in private and government schools against personnel found smoking (p=0.00016). Even though private school personnel smoked more in school premises than government but 32.6% of private school teachers felt responsible for teaching about health compared to only 21.5% public school teachers (p=0.0072). Conclusion: There is a pressing need for awareness and education of teachers regarding their attitude towards smoking on school grounds and its significant link with students adopting smoking. Other exposures and risk factors influencing student tobacco usage needs to be studied in more depth.

scholarly journals Brazilian primary school teachers' knowledge about immediate management of dental trauma

2014 ◽  
Vol 19 (5) ◽  
pp. 110-115 ◽  
Author(s):  
Matheus Melo Pithon ◽  
Rogério Lacerda dos Santos ◽  
Pedro Henrique Bomfim Magalhães ◽  
Raildo da Silva Coqueiro
Keyword(s):  
Public Schools ◽  
Primary School ◽  
Dental Trauma ◽  
College Education ◽  
Northeastern Brazil ◽  
School Teachers ◽  
Chi Square ◽  
Primary School Teachers ◽  
Emergency Situations ◽  
Level Of Knowledge

OBJECTIVE: To assess the level of knowledge of primary school teachers in the public school network of Northeastern Brazil with respect to management of dental trauma and its relationship with prognosis. METHODS: A questionnaire was applied to 195 school teachers of public schools in Northeastern Brazil. The questionnaire comprised 12 objective questions about dental trauma and methods for its prevention and management. Data were submitted to chi-square test and Poisson regression test (P > 0.05). RESULTS: Out of the 141 teachers who responded the questionnaires, the majority were women (70.2%) and most of them had experienced previous dental accidents involving a child (53.2%). The majority (84.4%) had incomplete college education and few were given some training on how to deal with emergency situations during their undergraduate course (13.5%) or after it (38.3%). Their level of knowledge about dental trauma and emergency protocols showed that unsatisfactory knowledge level was associated with the male sex: 46% higher for men in comparison to women (P = 0.025). CONCLUSIONS: Approximately half of teachers evaluated had unsatisfactory knowledge about dental trauma and emergency protocols, with female teachers showing more knowledge than men.

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