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Item Socio- Economic Status of Female Teachers in Private Schools of Tikapur Municipality, Kailali(Faculty of Rural Development, 2018-04) Shethi, Yagya ManSocio-economic status of female teachers in private schools is satisfactory in terms of their monthly salary because majority of the respondents monthly income ranges form 12,000 to 14,000 which is average income for their household chores in terms of equality between male and female, there is still discrimination on them. By teaching profession most of the respondents i.e. 55% were partially satisfy and of the total respondents, 34 want to shift themselves in other jobs such as civil service, lecturing on college, foreign countries, business and so on. Main obstacles of teachers in school was low salary, lack of cooperation and working environment and others. High proportion of the respondents i.e. 27.5% were involved in teaching profession for their economic independency because in patriarchal society capital is the root cause of domination as Marxist feminist Bryson believes, which gives the clue that Nepalese educated women are aware of their situation. Women's involvement in decision making spheres is good but unfortunately their involvement was ceremonial. Although, women are taken part in different decision making programmes, such as making teaching routine, extracurricular activities, annual operation calendar in majority but while conducting serious types of meetings such as school management committee, taking part in training and workshop, implementation of course and course book, making fee structure, and dress was in minority. By this fact it can be concluded that there is still discrimination between male and female in terms of decision making level. In terms of household management with respect to economic and education spheres majority of the female teachers i.e. 57.5% were applied their salary in family welfare. Of the respondents only 22.5% were involved in every spheres of decision of household chores such as, buying/selling, celebration of festivals and marriage ceremonies too. Majority of the respondents i.e. 55% were not borrowed loan and 35% were lending money which indicates positive socio-economic condition due to employment. Majority of the respondents i.e. 72.5% were made adjustment between household work and school, it means females teachers involved in teaching field were more labourieres in terms of their dual work. v 7 In conclusion, the condition of female teacher in private school is satisfactory. To uplift their status in the society equality in terms of salary, dignity, decision making spheres, their actual presence is necessary rather ceremonial attendance. In household spheres, female teachers contribution is good therefore they should provide equal recognition in household affairs.Item A Study of Mathematics Achievement of Secondary Level Girl Students in Kaski District(Faculty of Education, 2011) Adhikari, Nava RajIn the development of school system, two types of school private and public exist all over the world. These are two types of schools (public and private) providing school education with different backgrounds and facilities in Nepal. The prime theme of this dissertation is to find out the achievements of grade IX girls Students in mathematics. In reference to, Public and private, rural and urban areas, Brahmin and non- Brahmin students, education and non- educated parents, Teacher's daughters and daughters of others professional Public and private in rural, public and private in urban areas, in rural and urban areas of private schools and in rural and urban in public schools . The population of this study is assumed to all the students studying at grade IX in Kaski district. 40 students were selected for achievement test and 8 teachers, 40 students and 40 parents for interviews based on the interpretation and analysis of the data the following result were found The finding of the study concludes that: 1 There is variation seen in the achievement of girl students between public and private, in rural and urban areas, Teacher's daughters and daughters of others professional, public and private in urban areas, Public and private School in rural area. 2 There is no variation as seen mathematics achievement of girl students between Brahmin and non-Brahmin students, educated and non- educated parents, in rural and urban areas of private, in rural and urban areas of public school. This searches out one reality that ownership, areas, caste, education of parents, occupation of parents and their relationship could do more contribute in achievement differences in mathematics. It can be seen from the students score that they got low achievement in mathematics and person self and home give less priority on education as well as the society, school and the government don’t focus step for them as practically.