Does Private High School Attendance Affect Preferred University Track Choice? A Research Perspective

This article explores the effectiveness of teaching practices in English instruction in Faisalabad District, comparing the approaches employed by public and private schools. The study adopts a comparative research design to analyze the teaching practices in English instruction between 10 public and 10 private schools. A stratified sampling technique is used to ensure representation from 10 public schools’ English teachers and 10 private schools’ English teachers. The results can guide efforts to improve teaching practices, allocate resources effectively, and enhance the overall quality of English education in private and public schools. The article concludes by emphasizing the need for collaborative efforts to bridge the gap, ensuring equitable access to high-quality English education for all students in the region. Policymakers should address the high fees charged by private schools, which can exclude many students from low-income families. This could involve providing scholarships or implementing policies to make private schools more accessible.

How Effective Are Private Schools in Latin America?

Public subsidies to private schools do make a difference for achievement in mathematics: Longitudinal evidence from Canada

This study compares the views of mathematics teachers in private and public schools on mathematics education during the COVID-19 pandemic from their perspectives after the pandemic, focusing on factors influencing secondary and high school mathematics education. In this study, the survey method was used to collect data. The survey method was employed to obtain information for this investigation. During the 2023–2024 school year, 644 math teachers took part in the study. Of these, 260 were from private schools, and 384 were from public schools. There are 10,323 teachers in public schools and 694 in private schools, and this sample size is more than the 371 participants that are needed for statistical purposes (based on Cochran’s formula at a 95% confidence level and a 5% margin of error). A scale consisting of thirteen 5-point Likert-type questions was developed by researchers for data collection, and mathematical modeling techniques were employed. Factor analysis using SPSS 24.00 revealed four key factors influencing teachers’ responses: teachers’ professional development and support, job satisfaction, students’ engagement, and teaching experience. The results highlight significant disparities between public and private schools in mathematics education, attributed to various factors to be elucidated further in the subsequent discussion.

School Reform: The District Policy Implications of the Effective Schools Literature

There have been a perceived decline in teaching and learning in Nigerian schools which could be attributed to teachers’ ineffectiveness. Teachers’ effectiveness have been adopted in many research works, but scarcely attempted on motivational practices for teachers’ effectiveness. A literature gap exists, thus motivating the researcher to assess principals’ motivational practices for teachers’ effectiveness in public and private secondary schools in Ebonyi State. The study adopted descriptive survey design. The population of the study was 355 principals, comprised of 221 from public schools and 126 from private schools. Purposive sampling technique was used to select all the 355 principals for the study. Questionnaire titled “Principals Motivational Practices for Teachers’ Effectiveness Questionnaire” (PMPTEQ) was used for data collection. The data collected were analyzed using mean and standard deviation while the null hypotheses formulated for the study were tested using t-test of independent sample at 0.05 level of significance. The results revealed that principals’ effective communication pattern motivates teachers for effectiveness in public and private secondary schools, that the extent principals ensuring staff meeting motivate teachers for effectiveness in public and private secondary schools. The study however found that differences exist in the extent the principals ensure teachers’ welfare services in public and private secondary schools. The result further revealed that there is no significant different on the extent principals’ communication pattern motivate teachers for effectiveness in public and private secondary schools in Ebonyi Stat. It showed that there is no significant difference in the extent principals ensure regular meeting with teachers to motivate teachers for effectiveness in public and private secondary schools. The result equally revealed that there is significant difference in the welfare services adopted by public and private school principals for teachers’ effectiveness. This difference was in terms of school management strategies. The study therefore recommended among other things that motivation of teachers by the principals is vital tools for effective secondary school administration whether public or private but the personnel management skills adopted could either make or mar the effectiveness of teachers in teaching and learning process. Key words: Motivation, motivational practices, teachers’ effectiveness

Moral education is a stimulation of the natural development of learners’ moral judgement, which in turn, enables them to manage their behaviour. Schools can be successful in developing moral values in students through teachers and a positive school environment. However, due to teachers’ packed routines and lack of school attention towards the moral domain, this aspect of teaching is mainly neglected. The current quantitative study aimed to explore teachers’ perceptions in private and public sector schools regarding the development of moral values through formal education using a survey. It further endeavoured to draw a comparison between the teachers’ perceptions regarding moral education in private and public schools for a better insight into moral development of students for a holistic learning environment. Findings revealed that teachers from both sectors believedreligion to be the prime source of moral values. They perceived teaching moral values as important but were less focused on modelling themselves as moral agents. Furthermore, there were no significant differences between the perceptions of public and private sector teachers regarding the importance, efficacy, and practice of moral education. However, a moderate correlation between perceived importance and subsequent practices was found to some extent.

Analysis of Student Responses to BUSA Nutrition Disc Media in Public and Private High School Teenagers in Yogyakarta City Kota Background: c onsumption of fruits and vegetables is one component of the application of balanced nutrition. Adolescents are the age group with the lowest consumption of fruits and vegetables. Lack of fruit and vegetable consumption in adolescents is associated with obesity. One of the efforts to increase fruit and vegetable consumption is nutrition education. The nutritional education process cannot be separated from the use of the media. Media cakram gizi BUSA is a nutrition education tool. Objective: t here needs to be an analysis of student responses to the media. Objective: To determine of student responses to media cakram gizi BUSA in public and private high school adolescents in Yogyakarta City. Methods: t his study was a cross sectional study. The research was conducted on adolescents in State Senior High School (SMAN 6 Yogyakarta, SMAN 9 Yogyakarta) and Private High School (SMA Muhammadiyah 3, SMA Muhammadiyah 4 Yogyakarta) with a total of 128 students as respondents. Media cakram gizi BUSA consists of 2 nutrition discs, namely “cakram gizi buah” and “cakram gizi sayur”. The research was conducted by sending media cakram gizi BUSA to the home address of each respondent and then the respondents filled out the response questionnaire data via google form. Student response data were analyzed and a comparison test between public and private high schools was carried out using Chi Square analysis. Results: t he media “cakram gizi buah” received the same number of positive and negative responses, 32 students (50%) in public schools respectively, and received a positive response from 39 students (60.9%), 25 students (39.1%) had a negative response at school. private. While media “cakram gizi sayur” received a positive response from 34 students (53.1%), a negative response from 30 students (46.9%) in public schools and a positive response from 41 students (64.1%), a negative response from 23 students (35.9) in private schools. Conclusion: t here is no difference in student responses to media cakram gizi BUSA in public and private senior high schools in Yogyakarta City.

This study examined differences in selected health risk behaviors among 5,517 students attending public high schools (PUBHS) and 1,089 students attending private high schools (PVTHS) in South Carolina. The 1995 CDC Youth Risk Behavior Survey was used to collect self-report information on adolescent risk behaviors. Chi-square analyses were performed for comparing public and private students on selected risk behaviors. Both PUBHS and PVTHS students reported substantial involvement in most of the risk-taking behaviors examined. PUBHS students, in general, were more likely to report higher prevalence rates than PVTHS students for most of the selected health risk behaviors. However, PVTHS students reported even higher prevalence rates than PUBHS students for alcohol use, driving after drinking, and binge drinking; smoking cigarettes (past 30 days); chewing tobacco (males only); marijuana use during the past 30 days (females only); and use of alcohol or other drugs before last act of sexual intercourse. Results suggest attendance at a private high school is not a panacea for protection against adolescent risk behaviors, and that all high school students could benefit from a coordinated school health program.

This research is motivated by the fact that many students from financially disadvantaged families still have difficulty accessing education in private schools. Scholarships are believed to be one of the strategic solutions to increase access to education that is more equitable and inclusive. The purpose of this study is to find and analyze the role of scholarship programs in increasing access to education in private schools, especially in the Al-Masthuriyah Sukabumi Formal Diniyah Education (PDF). This study uses a case study approach. Data collection methods include observation, in-depth interviews, and documentation studies. The results of the study indicate that there is no official SOP regarding the scholarship program at PDF Al-Masthuriyah. The implementation of scholarship assistance is carried out internally (including free tuition, dispensation, and cash) has been carried out based on certain criteria such as economic conditions and student achievement. The scholarship program has been proven to be able to help students from disadvantaged families to continue their education, increase learning motivation, and reduce dropout rates. In conclusion, with proper planning, implementation, evaluation, and follow-up, scholarships are not only a financial aid tool, but also an effective instrument for equalizing education.

Proponents of private schooling claim that private high schools, on the average, more effectively promote measured academic achievement than public high schools. They have also argued that private high schools increase high school completion rates and improve college enrollment rates among high school graduates. Their antagonists, typically, hold that there is little or no difference between public and private high schools with respect to any of these outcomes. We address two of these school effectivenes issues by applying multiple-regression analysis to two SAT data sets for Florida and a national SAT data set. We ask whether there are differences between public and private high schools in promoting achievement as measured by the high-profile SAT verbal and math tests. At the same time, we are asking, at least implicity, if either public or private high schools provide an SAT soore advantage in promoting college enrollments. Our analysis finds a consistent advantage for public high schools with respect to SAT math attainment. For high schools generally, however, it seems clear that school effects outweigh the impact of socially ascribed traits, such as race, ethnicity, gender, and social class.

Access to athletic trainers (ATs) in high schools is crucial for student-athlete (SA) safety. Although most high schools in the United States have access to athletic training services (ATS), no authors have longitudinally compared ATS trends between public (PUB) and private (PVT) school sectors. To compare ATS trends between PUB and PVT schools from the 2018-2019 through 2022-2023 academic years. Longitudinal cross-sectional study. Online survey. High school responses to the Athletic Training Locations and Services survey from all 50 US states and the District of Columbia were queried from the 2018-2019 to 2022-2023 academic years. Average numbers of SAs (SAs), sports (Sports), full-time ATs (FtATs), part-time ATs (PtATs), and the sum of full-time and part-time ATs (ATs), along with the average weekly contracted hours (CHrs) and actual hours (AHrs) per school, and ratios of SAs : ATs, Sports : ATs, CHrs : SAs, CHrs : Sports, AHrs : SAs, and AHrs : Sports were examined to track ATS trends over 5 years and compare PUB vs PVT schools. Public schools had higher SAs and Sports vs PVT schools (both P < .001). Private schools had higher ATs, CHrs, and AHrs than PUB schools (all P < .050). Ratios of SAs : ATs and Sports : ATs were higher in PUB schools, whereas CHrs : SAs, AHrs : SAs, CHrs : Sports, and AHrs : Sports were higher in PVT schools (all P < .050). From 2018-2019 to 2022-2023, PUB schools increased Sports and Sports : ATs; PVT schools increased SAs, Sports, ATs, and SAs : ATs (all P < .050). Over the years, PUB schools decreased CHrs : Sports and AHrs : Sports; PVT decreased CHrs : SAs, AHrs : SAs, CHrs : Sports, and AHrs : Sports. FtATs increased in both sectors, whereas PtATs decreased in only PVT schools. Overall, ATS were more extensively provided in PVT schools, based on ATs and ATS hours. Both sectors increased FtATs, which is encouraging. However, as SAs and Sports increased, ATS provided per SA and sport declined.

Globally, learning institutions at primary school level experience a gap in instructional leadership that fosters curriculum implementation. Research has established that those instructional leaders (heads of schools) determine the impact that teaching and learning processes in school has on learners’ academic performance. This study was designed to establish the extent of implementation of Competency-Based Curriculum in early years education in public and private schools. The study was also to determine the relationship between instructional leadership and implementation of Competency-Based Curriculum (CBC) in early years education in Kenya. The study was guided by Michael Fullan’s Theory of Change. The dependent variable was implementation of Competency-Based Curriculum in early years education while the independent variable was instructional leadership. E-questionnaires and interview schedules were used to collect data which was analyzed using qualitative and quantitative methods. The results showed there was no difference in the implementation of curriculum between private and public primary schools. The relationship between instructional leadership and implementation of competency-based curriculum was significant at 0.05. The results also indicated that most head teachers focused more on administrative roles than activities that support curriculum implementation. It was therefore recommended that for effective curriculum implementation in early years education, head teachers needed to be intentionally trained on how to support teachers and learners in the related processes

This study examines families’ preferences to choose the best educational institutions for their children in Bursa, Turkey, using the Analytical Hierarchy Process (AHP) and Simple Additive Weighting (SAW) Model. For this purpose, sixty-one face-to-face interviews were conducted with students and their parents at private high schools, public high schools, and open high schools in Bursa. Health concerns, quality, price, time management, safety, and self-confidence were considered the criteria in determining families’ decisions in private schools, public schools, and open high schools. The AHP results reveal that the most important criteria are health concerns with 44.91%, quality with 21.30%, safety with 12.02%, price with 8.88%, time management with 6.71%, and self-confidence is the least important criterion, which has a percentage of 6.24%. According to the criteria, values reached within the same method ranking use the criteria weights for health concerns, quality, safety, price, time management, and self-confidence. According to the AHP-weighted SAW method, private high schools are in the first place, public schools in the second place, and open high schools in the third place.

This study examined job satisfaction levels among teachers in public and private secondary schools in Sierra Leone. Specifically, the study examined key factors, including salary, workload, working conditions, administrative support, professional development opportunities, and interpersonal relationships. The findings indicate that teachers’ job satisfaction is relatively higher among those aged 36 to 40 compared to those aged 41 and above, who experience the lowest satisfaction. However, there are no significant differences based on professional seniority. Using a mixed-methods approach, data were collected from 380 teachers across various public and private secondary schools in both urban and rural districts. The findings revealed notable differences in job satisfaction between teachers in public and private schools, with public school teachers expressing greater dissatisfaction with salary and promotion prospects. Conversely, private school teachers expressed more concern about job security and workload. Both groups identified poor working conditions, limited professional development opportunities, and insufficient administrative support as significant sources of dissatisfaction. The conclusion is that job satisfaction is vital for teacher retention, motivation, and performance. It is recommended that targeted policy measures and school reforms be implemented to address disparities and improve teachers’ working conditions in both public and private schools, thereby enhancing teacher satisfaction and the quality of secondary education in Sierra Leone.