State intervention in the educational processes of private schools in Greece: The idiomatic employment status of teachers (Published)
This study is an inquiry into the state intervention in the educational processes of the private schools in Greece with an emphasis on the employment status of teachers. First, it examines the constitutional and legislative framework of private education and state surveillance. Then, it investigates the employment status of teachers in private schools and the state involvement in the hiring procedure, the conclusion of the labor contract, and the termination procedure. The study ends with concerns about the constitutionality of state intervention in the above procedures and suggests improvements for a just and compatible legal framework.
Impact of Trade Union on Productivity of Teachers in Public and Private Primary Schools in Cross River State, Nigeria (Published)
The study investigated the impact of trade union on productivity among teachers in public and private primary schools in Cross River state. Specifically, the study compares productivity of teachers in private and public primary schools in the study area. Survey design was deployed in the study while cluster random sampling was used to select 180 pupils and purposive sampling technique to select six (6) key informants. Survey interviews and key informant interviews were used for data collection. The analysis of data involved use of percentages, mean and chi-square and transcription of views of the key informants. The study revealed that teachers in private primary schools are more productive than their colleagues in public schools based on indices of productivity such as attendance to school, attendance to classes, average number of lessons held per day and involvement in extra lessons. The study also found a significant difference in school attendance between the public and private primary schools in the study area as the computed chi-square value of 2.222 was greater than the critical value of 1.543 on 1 degree of freedom and confidence level of 0.05. Also there was a significant difference in regular class by teachers in the public and private primary schools as computed chi-square value of 46.723 was greater than the critical value of 44.416 on 1 degree of freedom and confidence level of 0.05. The study therefore recommends regular audit of teachers, strict monitoring on the job, training and retraining and inclusion of teachers’ productivity as one of the core aims of trade Unions.
Comparative Assessment of the Implementation of the Early Childhood Education Curriculum in Public and Private Schools in Rural Areas of Ogun State Nigeria (Published)
Early years are remarkable period of growth and development in the lives of children. Early Childhood Education (ECE) is therefore an important educational activity geared towards giving early positive experiences to children. In achieving this, Curriculum of Early Childhood Education becomes a key factor. It is however worrisome that the implementation of this curriculum in Nigerian pre-primary school is too low despite its importance. This study was therefore conducted to compare ECE curriculum implementation in private and public schools in the rural areas of Ogun State, Nigeria. Multi stage sampling technique was used to select 240 educational instructors as the sample size for this study. Data were collected with the aid of questionnaire and analyzed using descriptive statistics, chi-square, and t-test. Result of the study showed that majority (66.6%) of the respondents was between 21 – 40 years and the mean age was 36.6 years. Most (91.2%) of the respondents were female, married (78.8%), and had National Certificate in Education (48.8%) and Bachelor of Education (16.7%). The mean year of teaching experience was 12.4years. Most schools in the study area has teacher-pupil ratio of 1:35. Old curriculum was available (94.2%) and always used (78.8%) for teaching. Also, English Language (79.6%) constituted major means of communication and teaching of the children. Results of chi-square showed that significant association existed between ECE availability and ECE curriculum implementation in public and private schools (χ2 = 13.86, df = 3, p = 0.03) at p < 0.05 level. t-test analysis revealed that significant difference existed in the ECE curriculum implementation in private and public primary schools (t = 15.2, p = 0.00). The study established that implementation of ECE curriculum was generally low as most schools especially public primary schools lack basic school facilities and instructional materials and had no current edition of ECE curriculum. The study recommends that instructional materials should be adequately provided by the government, school management, individual proprietors and other stakeholders in the education sector, and Ministry of Education should ensure that new curriculum is in circulation and encourage its utilization for teaching in the study area.
The Influence of School Leadership on Teachers’ Job Satisfaction and Performance in Private Schools in Yei Town, South Sudan (Published)
Educational institutions have a significant impact on the future of a nation thus the school leadership are inevitably charged with the role of motivating and supporting teachers to enthusiastically work towards the realization of school objectives (educational objectives). This paper examines the influence of school leadership on teachers’ job satisfaction and performance. The study employed a survey design that was performed in private schools in Yei town, South Sudan. Simple random sampling technique was used to select the respondents. Ten private schools were selected in the town from which 10 head teachers were considered for the study and a random sample of 100 teachers from each of the 10 schools. Data collected was analysed using the Statistical Package for Social Science (SPSS) version 12.0. Regression analysis was performed to establish the relationships among the variables. Leadership was found to influence teachers’ job satisfaction and performance in their respective private primary schools.