Teaching Effectiveness among Government and Private Secondary School Teachers: A Comparative Study

Abstract

Teaching effectiveness is one of the most important determinants of educational quality and students' academic success. Effective teachers facilitate meaningful learning by employing appropriate instructional strategies, maintaining positive classroom environments, motivating students, and continuously improving their professional competencies. The quality of teaching is influenced by several factors, including professional qualifications, teaching experience, institutional support, classroom resources, and school management. The present study aimed to compare the teaching effectiveness of government and private secondary school teachers. A descriptive survey method with a quantitative research design was adopted for the study. A sample of 100 secondary school teachers, comprising 50 government school teachers and 50 private school teachers, was selected through simple random sampling. Data were collected using a standardized Teaching Effectiveness Scale and analyzed using frequency, percentage, mean, standard deviation, and independent sample t-test. The findings indicated that private school teachers obtained comparatively higher mean scores on teaching effectiveness than government school teachers. Significant differences were observed in instructional planning, classroom management, student engagement, and teaching innovation. The study emphasizes the need for continuous professional development, institutional support, technology integration, and competency-based teaching practices to enhance teaching effectiveness. The findings provide useful insights for school administrators, teacher educators, policymakers, and curriculum planners in improving the quality of secondary education.