CHAPTER 1

INTRODUCTION

Education is a process through which a country develops its self-consciousness by

developing the self-consciousness of the individuals who make it up. It is not only the public

education but it is a social institution which provides mental, physical, ideological and moral

training to the people of a nation so that they may become able to have full awareness of their

mission, their aim of life and also equip them to attain that aim (Iqbal, 1996). Education is

process of learning which is aimed and necessary for the enhancement of moral, cultural, social

and intellectual characteristics of the student individually as well as member of social group.

Learning process is considered as training in the field of morals for individuals through

which their potentialities are developed, the qualities and traits of the creator are infused in

them and the culture of the people is transmitted to the next generations (Khalid, 1998).

Education plays a fundamental role in the advancement and development of a nation. It is a

source of acquisition and acquirement of the knowledge and transmitting of values and culture to

the group of young in the society. These educational goals and aims are attained through

teaching and learning experiences being offered in schools and colleges. There has been an

increasing demand for more robust academic experiences and effective learning at all levels of

education, particularly at the secondary and higher education levels in Pakistan (Suleman et al,

2012).

The success of any educational system depends on good and well-resourced teachers.

Teachers cannot be replaced with any other kind of instructional material. It is a reality that

teachers are the best in the entire educational system. Therefore, teachers are considered the most

1
important and fundamental factor for the success of any educational system. A teacher is more

than what is commonly talked about as his duties of profession have many other

dimensions (Deen, 1997). The effective and successful learning depends upon the quality of

teaching which demands academically competent individuals who care about the well being of

children and youth. Sarital and Tomer (2004) considered teaching is one of the most influential

and powerful profession in society. Teachers are the lifeblood of any education system. School

place, books, and classrooms are ineffective and meaningless without teachers.

Many experts and educationists described the importance of private sector in their own

words. They provide depth and vision for the policy makers and planners to play their role in

making rapid progress in the country. Private schools are an important part of our school system.

Their diversity and existence significantly increased the choice available to parents. We welcome

the continuing contribution of healthy independent sector towards the development of

tomorrow’s citizen. People want variety and freedom to choose in all areas of life. In the sphere

of education, parents choose particular schools for many different reasons. The right to exercise

parental choice is a key component of the society (Becker, 1987). National Policy of 1979

reviewing drawbacks of nationalization and resultantly come to the conclusion that there is a

poor participation rates of public at all levels of education, The Govt. alone cannot carry the

burden of the whole educational process and therefore they deemed it mandatory to encourage

once again the incorporation of private sector in educational development (Qaisrani, 1989).

Private school teachers are playing a vital and crucial role and the future success of the

students depends upon the effectiveness of the teaching performance of the teachers at secondary

level (Suleman, et al. 2011). Teachers of private schools are facing problems in continuing their

job that is not good for quality education and as well as student achievement. There are some

2
major problems of teachers that are working in private schools and may affect their performance

such as no job security, no salary during long vacations, on job trainings, inhuman workload, and

induction of untrained teachers on less pay. The study was specially designed to identify the

problems of private school teachers that affect their performance. The study is very beneficial for

the government and for secondary schools teachers as it has explored the problems faced by

secondary school teachers and proper solutions to these problems.

The previous literature in Pakistani context lacks to identifying and analysis of teacher’s

problems in private school such as no job security, no salary during long vacations, on job

trainings, inhuman workload, and induction of untrained teachers on less pay. There is dire need

of conducting studies to identify the teacher’s problems in private school. The research hopes

that this study will contribute body of knowledge to the existing literature on teacher’s problems

of private schools.

ms
1.1 Statement of the Problem

Teachers build the future of any nation. The teacher of private school is also the most vital of any

educational system for any country and its people. If teachers of private school have no problem

to continue their job, it is better for education system. The researcher is interested to analyze the

problem of private school teachers, therefore the statements of the problem was designed as

“Analysis of Teachers Problem in Private Schools in Sahiwal”.

1.2 Significance of the Study

The present study will be helpful to identify and understand the problems of private

school teachers that may be beneficial to all stakeholders. This study will be helpful for policy

3
makers to understand the problems of private school teachers and consider these problems in the

policies for education system. Further present study will also be helpful to owners and manger of

private schools to recognize the problems of their teachers and make the solution of the problems

as well.

1.3 Objectives of the Study

The objectives of this study were followings:

i. To identify the teachers problems in private schools?

ii. To compare of teachers problems between male or female private schools?

iii. To compare of teachers problem between rural or urban private schools?

1.4 Research Questions

 What do private teacher perceive about their problems? (Descriptive Statistics)

 Do male and female teachers perceive about their problems differently? (t-test)

 Do urban and rural teachers perceive about their problems differently ?(t-test)

1.5 Methodology of the Study

The study was descriptive and survey method was used for data collection from the

respondent.

1.6 Population

Teachers of private schools in Sahiwal were population of the study.

1.7 Sample

4
 Eighty private school teachers (45 males & 35 females) were selected from 30 randomly

selected schools.

1.8 Data Collection Instruments

According to the nature of the research problem, data were collected through questionnaire.

A questionnaire was developed by the researcher to measure the teacher problems in private

schools.

1.9 Data Analysis

To investigate the teacher problems in private schools, the data were analyzed by using

descriptive statistics (Mean, Median, Mode), and inferential statistics (t-test) with the help of

SPSS 16 software.

1.10 Delimitation

This study will be delimited to the teachers of private school (male and female) working in

Sahiwal.

5
 CHAPTER 2

LITERATURE REVIEW

The study was designed to analyze the teacher’s problems in private schools. The second

chapter involves the review of the related literature on teacher’s problems such as no job

security, no salary during long vacations, on job trainings, inhuman workload, and induction of

untrained teachers on less pay. Some important studies were reviewed that identifies the

problems of private school teachers, its consequences, solutions as well. Further, it was also

discussed in this chapter that how these problem affect teacher performance and as well as

student achievement.

History of Private Schools in Pakistan

Education is an important determinant of economic and social development of a nation.

Quality of education in a country indicates the quality of its human resource. Expenditure on

education is considered as an investment in human resource enrichment. The developed

countries spend a lot of money for the provision of education to their people while developing

countries also spend money according to their resources to provide education free or at minimal

cost to their citizens. Pakistan is spending only 2 % of its GNP on education (Government. of

Pakistan 2009). Across the developing countries public schools enroll approximately 90 percent

of all primary and 70 percent of all secondary students. Due to fiscal constraints a trend to rely

on private schools is increasing (Jimenez & Lockheed, 1995).

6
 The Public sector alone especially in developing countries cannot meet the needs of

quality education for rapidly growing population including Pakistan with a 2.7 % population

growth rate (Government. of Pakistan 2010-11), highest in the region. Government alone can’t

fulfill the responsibility to provide education to fast growing population. So private sector has to

share this burden. Therefore, both the public and private sectors are engaged in providing

education to the masses. Education system in Pakistan is a legacy of British rule in the sub-

continent. At the time of independence (1947) both public and private institutions were providing

education at primary and secondary levels. Burki (1986) classified educational institutions at the

time of independence into two categories.

• Public schools and colleges managed by provincial governments or local bodies.

• Private schools managed by charities/missionaries.

All the types of educational institutions continued functioning after creation of Pakistan

in 1947. At that time, private sector had an important role in providing education through

schools. Private schools were managed either by societies motivated by the cause of promoting

education or by individuals making their living through running education institutions. Prior to

1972, privately managed educational institutions constituted a sizable portion of the total

educational system. Most of these institutions were operated at the school and college levels.

Such institutions were managed by voluntary organizations and, apart from generating their own

funds through fees/ attached property and donations, the institutions also received grant-in-aid

from the government. Some private educational institutions earned a high reputation for the

academic standards they maintained and for the quality of their instruction. In National

Education Policy (1972) the Government of Pakistan decided to take over all the privately

managed educational institutions. As a result, in1974 the 19,432 educational institutions were

7
nationalized. These included 18,926 schools, 346 madrassas, 155 colleges and 5 technical

institutions (Government. of Pakistan, 1998).

The need for the involvement of private sector to meet the expanding needs of

educational facilities was again realized. The National Educational Policy 1979 reviewed the

consequences of nationalization and came to the conclusion that as a result of nationalization of

private educational institutions, the responsibility of providing educational facilities for all the

children shifted on the shoulders of government alone which was unbearable. So in the National

Education Policy (1979) the need for the involvement of private sector to meet the expanding

needs of educational facilities was realized. It was learnt that participation rates at various levels

of education were poor and government alone was unable to provide required educational

facilities at all levels. It was, therefore, considered necessary to encourage once again the

participation of the community in educational development. To do so, the following policy

measures were proposed: "Private enterprises will be encouraged to open educational institutions

particularly in rural areas, permission to set up educational institutions 'will be granted by the

Ministry of Education or the respective Provincial Educational Departments, the existing

legislation on nationalization of privately managed educational institutions will be suitably

amended to allow opening of private educational institutions and to ensure that such institutions

set up with the permission of government will not be nationalized in future. Regular instructional

supervision of these institutions will be undertaken by the education departments and relevant

statutory bodies (Government.. of Pakistan, 1979). After the implementation of national

education policy 1979, the situation changed in the country. Individuals and non government

organizations started opening new schools at all levels.

8
 National Education Policy 1998 observed that as a result of the promulgation of

(Promotion and Regulation) Ordinance no. II of I984, a second wave of community participation

in education had been energized. It is estimated that more or less 30,000 private educational

institutions at all levels with approximately 3 million students are functioning in the country.

Most of these institutions are 'English medium' schools and impart education from play-group to

secondary level, for example, Beacon House School System, City School, Aizer Kindergarten

and secondary schools.' Some schools have been established on community basis, while the

others are owned by individuals. The concentration of these schools is in urban areas. Heavy fees

are charged by these schools (Government. of Pakistan, 1998).

Private Schools & Its Importance

Most societies realized that education is too important to be left to chance. Consequently

they establish schools to facilitate learning and to help people live better and happier life.

Schools are created to provide a certain type of educational experience, which can be called the

curriculum. Many experts and educationists described the importance of private sector in their

own words. They provide depth and vision for the policy makers and planners to play their role

in making rapid progress in the country. Private schools are an important part of our school

system. Their diversity and existence significantly increased the choice available to parents. We

welcome the continuing contribution of healthy independent sector towards the development of

tomorrow’s citizen. People want variety and freedom to choose in all areas of life. In the sphere

of education, parents choose particular schools for many different reasons. The right to exercise

parental choice is a key component of the society (Becker, 1987). National Policy of 1979

reviewing drawbacks of nationalization and resultantly come to the conclusion that there is a

poor participation rates of public at all levels of education, The Govt. alone cannot carry the

9
burden of the whole educational process and therefore they deemed it mandatory to encourage

once again the incorporation of private sector in educational development (Qaisrani, 1989).

Our private school sector is thriving, and with one time investment on building

construction and running costs of staff salaries, is making maximum profits. Private schools have

seen growth in our country like no other business; many chains of schools have emerged with

ever increasing number of branches and with ever increasing wealth of the owners of these

enterprises. This business of education has made some people very rich by turning this service of

education into a commodity which it is not.

Teacher Performance

The teacher performance is the most important and crucial input in the field of

education. Whatever policies may be laid down, it comes to surface after ultimate analysis that

policies have to be interpreted and implemented by the teachers through their personal examples

as through teaching learning process. Performance is the action of a person or group during

performing a job or task (Taneja, 1989). Performance is something that the person leaves behind

and that exists apart from the purpose (Edis, 1995). Computable and measurable actions are

regarded as to constitute performance and one has to distinguish between an action

(behavioral) aspect and an outcome aspect of performance. Therefore, action (behavioral)

aspect of performance means to what degree a person does in the work situation according to

organizational goals and outcome is the consequence of the person’s behavior.

Teacher performance is very important in the development of a child. The

identification and encouragement of talents is one of the main responsibilities of a teacher. As

an interpreter, the teacher has to put latest knowledge and new experience within the

10
context of what is already known and understood by the students. In order to be good mediator,

he has to understand a great deal about the way in which the people at different ages and stages

of development perceive the world around them, As a facilitator, a teacher has to train the

students ‘how to learn’ rather than enriched his mind with factual information”(Riley, 1994).

Problems of Private School Teachers

Problems in private schools are numerous, and despite the temporary

measures adopted to resolve them, vulnerability of the situation is clear to

everyone. Fees in private schools are being increased at high scale but teachers serving in these

prestigious schools have been reduced to the status of salesmen of some products. This is an

open secret in our society that our teachers are exploited by the private sector in the worse

possible way. Even in the most expensive schools a teacher’s monthly salary is less than the

monthly fee paid by a single student. A very high percentage of our private sector teachers are

dissatisfied with their working conditions, poor salaries, lack of say in academic matters and

autocratic administration. These are the major five problems that are the hallmark of our private

schools environment that oppress and exploit teachers such as no job security, no salary during

long vacations, on job training, inhuman workloads, and induction of untrained teachers on less

pay.

1. No job security

Job security is an important determinant of job retention among private school teachers.

Job security is one’s expectation about continuity in a job situation. It has to do with employee

feelings over loss of job or loss of desirable job features such as lack of promotion opportunities,

current working conditions, as well as long-term career opportunities. Teachers’ job security is

11
ensured after confirmation of appointment. This means that the teacher cannot be dismissed from

the job without any specific reason. Therefore, tenure gives the teacher a sense of job security.

But job security of teachers has been threatened. Significant relationship has been found between

teacher retention strategies and job security in private secondary schools. The study also showed

a statistically significant relationship between teacher turnover and job security in the schools. In

addition, the findings showed a significant relationship between teacher turnover and job security

in private secondary schools. That means, if there is no job security in private schools, teacher

retention and turnover cannot be minimized that affect student performance negatively (Faremi,

2017).

Private school teachers have no job security in most private schools even in the most

prestigious ones. They can be easily fired or dismissed for frivolous reasons or no reason at all.

Teachers are often fired by most private schools just before the long summer vacations only to

save expanses despite the fact that schools charge and receive fees in advance for these

vacations. This most unethical and unfair practice has become a norm and a trick of the trade in

the private sector education. It has been found that job security significantly related to

commitment and performance. Job security induces employee commitment in any work

situation. Teachers who perceive threats of job security would not put in their best for the

achievement of institutional goals and objectives and would not take their job seriously. They

would be less committed to the institution they are working for (Nawaz et al., 2013). It is

indicated the unfavorable situation of job surety for private school teachers that private school

owners do not give assurance of job to the teacher and rustication can be possible any time at any

minor reason (Karim, Lodhi, &Usman, 2011).

2. No salary during long vacations

12
 The teachers working in private academic institutions have not been paid their salaries for

the three-month summer vacation, which started in June. The teachers affiliated with different

private academic institutions said that the school managements had already charged fees for

June, July and August from students but salaries were not paid to them. It was a great injustice

with the teachers who were graduates and teaching higher classes. The affected teachers claimed

that the private school managements were violating the verdict of the superior court, which had

ordered them to pay at least Rs7000 as salaries to all teachers, including those who had less than

three year experience. However, the managements were violating the court orders, they alleged.

The teachers regretted that the concerned authorities had failed to take any step to rectify their

criticism.

Most schools pay no salaries to their teachers during long vacations, thus teachers are

deprived of a means of livelihood for an extended period. These private schools simply do not

care what happens to these teachers without salaries during vacations. Employees in other

organizations are entitled to paid leaves but not the teachers in the private sectors this is an

injustice that financially cripples teachers who are already underpaid. The results of these models

give an indication that teacher wages do have impact on students’ performance. The estimated

impact of teacher salary was found positive but not very large. Teachers are motivated by many

other factors which can be both such as material and non- material. These results also attested

that “money is not everything” and it is not only the “money that makes mare go”. Good salaries

may have great effects on recruitment and retention of teachers in the profession. While increase

in pay with age and experience can be very helpful in the retention of quality staff. The findings

of this study highlight the significance and importance of teacher wages (Ali, 2009).

13
 3. No on job training

The teacher shapes the direction and influences to a great extent other educational inputs to

achieve the stated goals of the education sector. The extent to which this can be done depends on

the quality of training received by teachers since the quality of educational outcomes depends to

a great extent on the quality of teachers. Ayodele and Adegbile (2003) indicated that the

development of students in terms of the quality of education is dependent on the quality of

knowledge that the teachers have. All over the world, there is a technological revolution in

education which according to Etim (1998) that teachers must necessarily be part of the revolution

through in-service training. In the United States, teachers‟ training has become one of the most

prominent exponents of title 2 of No Child Left Behind (NCLB, 2011) and 72% of teachers

reported having engaged in training in the subjects they taught which gives them job satisfaction

(Parsed, 2000). Teacher training on job and professional development are seen as central

mechanisms for the improvement of teachers’ content knowledge and their teaching skills

and practices in order to meet high educational standards (Darling-Hammond &

McLaughlin, 1995).

In-service training program refers to all activities intended to increase the skills and

capabilities of personnel. Such program may include the education provided for workers either in

industries, schools or other institutions. According to Okolie (1995), regardless of an employee

pre-service training level, there is a need for every staff to constantly renew, upgrade and update

his/her knowledge, skills and capability in order to keep peace with the rapidly changing society.

Redmond (2010) saw in-service training as public or private education programs directly

14
applicable to work situation. An educational organization may have teachers with the ability and

determination with the appropriate equipment, with the appropriate teaching equipment and

managerial support yet performance falls below expected standards. The missing factor in many

cases is the lack of adequate skills, and knowledge, which is acquired through training and

retraining after employment (Bassey et al. 2011; Eze, 2016). Effective training can change the

entire view of workers in an organization and make the firm more productive as new skills and

attitudes are developed by workers. Looking at the indispensability of in-service training and

development to an industrial set up, it was observed that both are very demanding ventures in

any organization because people commit huge resource to them (Ladipo-Ajayi, 1994).

Training provides a full know how to deal with related matter in accordance. Present and

potential proficiency and efficiency can be possible by trained persons in relevant field. Up to

date information about the current affairs and educational theories and knowledge about latest

research of field study must be known by teachers (Siddique, 1990). But in current situation they

are unable to deal with their professional and social maters to teach their students. The

administration of teacher training in Pakistan is a provincial responsibility. But only few are

interested to get training for the purpose of better quality of skills. There is need to establish

these institutions that regulate schools and performance of staff. So here we can say that: Higher

training to the staff will lead to better output of staff members.

Activities directly focused on a teacher’s present responsibilities and is typically

Richards and Farrell (2005) described that the term training refers to, aimed at

short-term and immediate goals. Often it is seen as preparation for instruction into a first

teaching position or as preparation to take on a new teaching assignment or

responsibility. Training involves understanding basic concepts and principles as

15
prerequisite for applying them to teaching and the ability to demonstrate principles and

practices in the classroom. Teacher training also involves trying out new strategies in the

classroom, usually with supervision, and monitoring and getting feedback from others on

one’s practice. The content of training is usually determined by experts and is often

available in standard training formats or through prescriptions in methodology books. But

private schools are not interested in capacity building of teachers because they think that training

is unnecessary and wasteful activity. That’s why, teachers of private school are not well

equipped and skillful that has negative impact on student achievement and overall personality

development as well.

4. Inhuman workloads

Workload is the amount of work an individual has to do. There is a distinction between

the actual amount of work and the individual's perception of the workload. Workload is the

amount of work to be done or qualitative which means difficulty of the work (Jex, 1998).

Moreover it has been defined the workload as the amount of work that has to be done by a

particular person or organization. Teacher’s workload can be considered quantitatively and

qualitatively. When roles and duties of a teacher are listed down as many teachers job

descriptions do, only quantity is projected (Farrant, 2005). A very high percentage of teachers in

private schools feel that they are over burdened. They work for longer hours and they have to

work even after their duty hours to complete their tasks. There is extremely excessive amount of

paper work for the teachers to perform and non teaching responsibilities are routinely assigned to

them by the administrators. Teachers have to comply with the instructions only to save their jobs.

5. Induction of untrained teachers on less pay

16
 Skills and experience to perform is necessary because if the person does not have relevant

skills, he would be unable to perform his responsibilities. In our country there is absence of these

skills and abilities of teachers. If we talk about private institutions, such trend in drastically high

even they do not have books, library or many other resources to create learning environment for

both staff and students as well (Muhammad, 2002). Lower technical staff is more intensive to

grow that cause reduces experience of skills and practices. Techniques for learning is old and

traditional that only help to pass the exam but do not carried for the developments. Many people

come to this profession only for the purpose of earning. Here teacher’s skills to teach, control

and coordinate with students plays vital role to enhance efficiency of performance. So: Lower

technical experience and skills causes reduced performance.

Private schools usually prefer to induct untrained teachers to reduce cost of hiring and

staffing. This practice of private school closes the doors of employment for experienced and

trained teachers. Untrained teachers are easily manipulated and coerced into working on low

wages. All over the world teachers appear dissatisfied and discontented with their

remuneration and salaries. They perceive themselves as poorly and inadequately paid in

comparison with similarly qualified staff in other occupations and departments. If teachers are

asked what might be done to encourage them in order to improve their performance and quality

of work, their first option and suggestion is expectedly will be to raise their salaries. Education

services differ from some other cadres of public service in that they are, or should be less

hierarchical in nature (Hayden & Thompson, 1995). Teachers are perhaps the most important

and critical element of any system of education. Meager pay, low status and morale are the main

causes of poor and unsatisfactory performance and corrupt behavior in the public sector. Across

17
the world, millions of teachers, most of them women, are working tirelessly and diligently for

unattractive and poor wages educating the next generation (Mohanty, 2000).

After reviewed the literature, it is clearly sought out that there is no study on analysis of

teacher’s problem by taking problems such as no job security, no salary during long vacations,

on job training, inhuman workloads, and induction of untrained teachers on less pay. So the

present study is given valuable contribution to fulfill that gap. This study gave more strength to

understand the teacher’s problems in private school. Further, the present study is given valuable

information in this regard.

18
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter describes the methodology and procedural aspects adopted to conduct this

present study. It demonstrates research design of the study, a description of subjects, the tools

used, data collection methods and the statistical procedures used to analyze the data. The

researcher was interested to make analysis of teacher problems in private school.

3.1 Research Design

The present research was a descriptive research in nature. Survey method was used to

collect the data.

3.2 Population

Teachers of private schools in Sahiwal were the population of the study.

3.3 Sample

Eighty private school teachers (40 males & 40 females) were selected from 30 randomly

selected private schools.

Table 3.1: Summary of selected schools and teachers

District Male Female Total Schools Male Teachers Female Teachers Total

Sahiwal 16 14 30 45 35 80

3.4 Instrumentation

19
 In this present study, one instrument were used which met the purpose of the study.

 Teacher’s problems scale – (Researcher, 2019)

Teacher Problems Scale

Teacher’s problem scale was developed by the researcher. It was used to measure the teacher

problems in private schools. The reliability of this scale was 90%. This scale includes five

problems of private school teachers. There are 17 items in the scale and covers all five problems

of private school teachers. The problems of private school teachers and number of items are

given in Table 3.4. The scoring system of the responses was as: No (0), yes (1).

Table 3.2: The scoring system of teacher problems scale

Serial no. Teacher’s Problems No. of items Serial no. of items

1. No job security 04 1 to 4
2. No salary during long vacations 04 5 to 8
3. No on job training 04 9 to 12
4. Inhuman workloads 03 13 to 15
5. Induction of untrained teachers on 02 16 to 17
less pay
Total 17

3.5 Data Collection

Data were collected from private school teachers through questionnaire. The cover letter

for this study informed the respondents about confidentiality, explained about significance of the

study and its importance to the respondents as well as their institutions. In the survey packets,

information about returning the survey and postage paid self addressed envelopes were included.

The researcher circulated survey questionnaire to respondent via post and personally approached

20
to the respondent as well. An acceptable response has been obtained by the respondent. 90

questionnaires were distributed to the respondents and 80 respondents returned the

questionnaires. The response rate was 89%. Demographic characteristics of respondents were

presented in the table below.

Table 3.3: Demographic Characteristics of Respondents

Respondents N Percentage

Gender Male 45 56%

Female 35 44%

All 80 100%

Locality Urban 40 50%

Rural 40 50%

All 80 100%

Table 3.7 gives the information about the total number of respondents by gender and locality.

Table shows that male respondents are 56%, females are 44%, urban are 50% and rural are also

50% of the whole sample.

Table 3.4: Mean and SD of Teacher problems

Variable All Male Female Urban Rural

Teacher Problems
N 1100 652 448 537 563
Mean 117.33 117.92 116.49 117.30 117.38
SD 15.30 13.48 15.78 15.49 15.12

21
 Table 3.8 shows that the mean of teacher competence for the whole sample is (117.33)

while the mean for all male respondents is (117.92) and the mean for all female respondents is

(116.49).

3.6 Pilot study of the Instrument

Validation and authentication of the research instrument is imperative to obtain exact and

precise results. Therefore it was very important to remove the ambiguities, misconceptions and

weaknesses of the research instrument. For this purpose, pilot testing was conducted in five

private schools which were not included in sample. So after pilot testing, questionnaire was

revised and then its final version was developed in the light of suggestions given by the experts.

3.7 Reliability of the Instruments

Following are the factor wise and overall reliabilities of all three scales.

Table 3.5: Reliability of Teacher’s Problems

Factor wise No. of items Cronbach Alpha

No job security 4 0.99

No salary during long vacations 4 0.97

No on job training 4 0.99

Inhuman workloads 3 0.99

Induction of untrained teachers on less pay 2 0.98

Overall Teacher’s Problems 17 0.98

22
3.8 Data Analysis:

There was one variable to be measured which was teacher problems in private schools.

To find out the statistical analysis of the study, the collected data entered into SPSS version 16.

SPSS is a statistical software program for the social sciences. The statistical calculations

described the analysis of teacher problems in private schools. So, the data was analyzed by using

descriptive statistics (Mean, SD), and inferential statistics (t-test) with the help of SPSS 16

software.

23
CHAPTER 4

DATA ANALYSIS AND INTERPRETATION

The purpose of the study was to analyze the teacher’s problems in private school. Both

male and female teachers were respondents of the questionnaire. One questionnaire was used for

data collection. For the measurement of teacher’s problem, teacher problem scale was used,

which was developed by the researcher. With the help of SPSS software, data were analyzed. To

make analysis of teacher’s problems in private schools, descriptive statistics (Mean & SD), and

inferential statistics (t-test) were used.

Research Question: What do private teacher perceive about their problems?

Table 4.1: Frequency & percentage of Teacher’s Problems

Statement No Frequency %age

There is no job security about job in private schools. 80 80 100
There are no promotion opportunities in your school. 80 80 100
Job retention is a problem in your school. 80 80 100
Teachers are often dismissed from the job before summer 80 80 100
vocations.
Teachers do not get their salaries from administrators 80 79 98.8
during summer vocations.
Your school collects fees of summer vocations. 80 80 100
Teachers are not paid 7000 rupees during summer 80 80 100
vocations.
Teacher salary has positive impact on the performance. 80 80 100
There is no training on contents in your school. 80 80 100
There is no training to improve the pedagogical skills of 80 80 100

24
 teachers.
Trainings are not conducted for capacity building in your 80 77 96.2
school.
Teachers are not skillful in your school 80 78 97.5
Teachers are over burdened in your school. 80 79 98.8
Duties are assigned other than daily routine work in your 80 78 97.5
school.
Teachers are hired on less pay. 80 79 98.8
Untrained teachers are recruited in your school. 80 80 100

Less wages and low status are main causes of poor 80 80 100
performance of teachers.

Table 4.1 represents the descriptive statistics about teacher’s problem in private school. It is

clearly indicated in the table that above mentioned all problems are found in the private schools

teachers. Private school teachers are facing problems such as no job security, no salary during

long vacations, on job training, inhuman workload, and Induction of untrained teachers on less

pay.

Research Question: Do male and female teachers perceive about their problems differently?

Table 4.2: Gender Based Teacher’s Problems

Gender N Mean SD df t p

Male 45 16.84 0.37

78 0.93 0.35

Female 35 16.91 0.28

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_____________________________________________________________________________

Table 4.9 describes that t-value (0.93) with df (78) was not significant at p>0.01. Since there is

no significant difference in mean score values of male teachers that is 16.84 and female teachers

which is 16.91. Similarly, standard deviation value for male teachers is 0.37, and for female

teachers is 0.28. Thus, there is no significant difference between male and female teacher’s

perception about their problems. Hence, male and female teachers of private schools have the

same problems in their schools.

Research Question: Do urban and rural teachers perceive about their problems differently?

Table 4.3: Location Based Teacher’s Problems

School Location N Mean SD df t p

Rural 40 16.83 0.38

78 0.135 0.181

Urban 40 16.93 0.27

_____________________________________________________________________________

Table 4.9 describes that t-value (0.135) with df (78) was not significant at p>0.01. Since there is

no significant difference in mean score values of rural teachers that is 16.83 and urban teachers

which is 16.93. Similarly, standard deviation value for rural teachers is 0.38, and for urban

teachers is 0.27. Thus, there is no significant difference between rural and urban teacher’s

perception about their problems. Hence, rural and urban teachers of private schools have the

same problems in their schools.

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CHAPTER 5

FINDINGS, CONCLUSION, DISCUSSION & RECOMMENDATION

The purpose of the study was to make analysis of teacher’s problems in private schools.

80 respondents were as a sample of the study from private schools in Sahiwal. Both the male and

female, rural and urban private school teachers were the respondents of the questionnaire.

Teacher’s problems were measured by teacher’s problems questionnaire (TCQ) which was

developed by the researcher. It consisted of 17 items. Computations were made by using SPSS

16. To analyze the teacher problems in private school, descriptive statistics and inferential

statistics were used to analyze and interpret the data.

5.1 Findings

The findings of this study were found on the basis of data analysis. These findings are following

these:

1. Private school teachers are facing above mentioned problems in their schools such as no

job security, no salary during long vacations, on job trainings, inhuman workload, and

induction of untrained teachers on less pay.

2. There is no difference between male and female private teachers perception about their

no job security problem that are facing in the private schools.

3. There is no difference between male and female teachers perception about their no salary

during long vacations problem that are facing in the private schools.

4. There is no difference between male and female teachers perception about the trainings

during the job problem that are facing in the private schools.

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5. There is no difference between male and female teachers perception about the inhuman

workload problem that are facing in the private schools.

6. There is no difference between male and female teachers perception about the induction

of untrained teachers on less pay problem that are facing in the private schools.

7. There is no difference between rural and urban females private teachers perception about

their no job security problem that are facing in the private schools.

8. There is no difference between rural and urban females private teachers perception about

their no salary during long vacations problem that are facing in the private schools.

9. There is no difference between rural and urban females private teachers perception about

their trainings during the job problem that are facing in the private schools.

10. There is no difference between rural and urban females private teachers perception about

the inhuman workload problem that are facing in the private schools.

11. There is no difference between rural and urban females private teachers perception about

the induction of untrained teachers on less pay problem that are facing in the private

schools.

5.2 Conclusions

1. Descriptive statistics (Mean & SD) clearly indicates that the private school

teachers are facing majors problems such as no job security, no salary during

long vacations, on job trainings, inhuman workload, and induction of untrained

teachers on less pay in private schools. So the result can be generalized that

these types of problems are facing private school teachers which may affect

their performance.

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 2. T-test shows that there is no significant difference of male and female private

teacher’s perception about their problems such as no job security, no salary

during long vacations, on job trainings, inhuman workload, and induction of

untrained teachers on less pay in private schools. So the result can be

generalized that both male and female private teachers are facing same problems

that may affect their performance

3. T-test shows that there is no significant difference of rural and urban private

teacher’s perception about their problems such as no job security, no salary

during long vacations, on job trainings, inhuman workload, and induction of

untrained teachers on less pay in private schools. So the result can be

generalized that both rural and urban private teachers are facing same problems

that may affect their performance

5.3 Discussion

Analysis clearly indicates that private school teachers are facing some major problem

such as no job security, no salary during long vacations, on job trainings, inhuman workload,

and induction of untrained teachers on less pay in private schools. Analysis also indicates

that private male and female teachers are facing same problems in their school. Further,

analysis also indicates that private rural and urban teachers are also facing same problems in

their schools. Private school teachers have no job security in most private schools even in the

most prestigious ones. They can be easily fired or dismissed for frivolous reasons or no

reason at all (Nawaz et al., 2013). Most schools pay no salaries to their teachers during long

vacations, thus teachers are deprived of a means of livelihood for an extended period (Ali,

2009).

29
 Private schools are not interested in capacity building of teachers because they think that

training is unnecessary and wasteful activity. That’s why, teachers of private school are not

well equipped and skillful that has negative impact on student achievement and overall

personality development as well (Richards & Farrell, 2005). A very high percentage of

teachers in private schools feel that they are over burdened that may affect their performance

(Farrant, 2005). Private schools usually prefer to induct untrained teachers to reduce cost of

hiring and staffing. This practice of private school closes the doors of employment for

experienced and trained teachers. Untrained teachers are easily manipulated and coerced into

working on low wages that may discourage the skillful teachers (Mohanty, 2000).

5.4 Limitation

1. Teachers solved questionnaire of the present study themselves. So, it may be highly rated

by the teachers.

2. Results may not be generalized to other private educational institution due to small

number of population.

5.5 Suggestions for Future Researchers

Following are some researchers which may be conducted for further researches regarding the

present study:

1. This research may be conducted by taking large number of sample.

2. The study on same variable may also be conducted at different other districts or cities to

cover the short fall in this aspect.

3. The study may be conducted to investigate the impact of teacher problems on their

performance and as well as student achievements.

30
 5.6 Recommendations

Private school teachers are facing some major problems such as no job security, no salary

during long vacations, on job trainings, inhuman workload, and induction of untrained teachers

on less pay. The owner, manager, and policy makers should considers these problems of private

school teachers and must ensure to reduce above mentioned problem to improve their

performance and student achievements of their institutions as well.

31
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 TEACHER’S PROBLEMS SCALE
Personal Information: Gender: □ Male □ Female School Location: □ Rural □ Urban

School Name: _______________________________

Please ENCIRCLE the appropriate box against each statement.

No Statement No Yes
1 There is no job security about job in private schools. 0 1
2 There are no promotion opportunities in your school. 0 1
3 Job retention is a problem in your school. 0 1
4 Teachers are often dismissed from the job before summer 0 1
vocations.
5 Teachers do not get their salaries from administrators during 0 1
summer vocations.
6 Your school collects fees of summer vocations. 0 1
7 Teachers are not paid 7000 rupees during summer vocations. 0 1
8 Teacher salary has positive impact on the performance. 0 1
9 There is no training on contents in your school. 0 1
10 There is no training to improve the pedagogical skills of 0 1
teachers.
11 Trainings are not conducted for capacity building in your 0 1
school.
12 Teachers are not skillful in your school 0 1
13 Teachers are over burdened in your school. 0 1
14 Duties are assigned other than daily routine work in your 0 1
school.
15 Teachers are hired on less pay. 0 1
16 Untrained teachers are recruited in your school. 0 1

17 Less wages and low status are main causes of poor performance 0 1
of teachers.

35