Comparative Analysis of Science Teachers’ Professionalism of Public and Private Secondary Schools

Abstract

This study presents a comparative analysis of professionalism among science teachers in public and private secondary schools in District Muzaffarabad, employing a mixed-methods quantitative approach. Data were collected from 180 teachers (92 public, 88 private) and 340 students (162 from public, 178 from private schools) using validated self-report and student-perception questionnaires with high reliability (Cronbach’s α = 0.89 and 0.87). Descriptive statistics revealed higher mean professionalism scores for private school teachers in both teacher self-reports (M = 4.60 vs. 4.40) and student evaluations (M = 4.30 vs. 3.90). Independent samples t-tests confirmed statistically significant differences between groups (teacher-reported: t(178) = 3.24, p = .043; student-reported: t(338) = 6.34, p = .040). Effect size analysis (Cohen’s d) indicated moderate to large practical differences, particularly in lesson preparation (d = 0.82), feedback delivery (d = 0.91), and dress code adherence (d = 1.12), all favouring private school teachers. Public school teachers scored higher in punctuality (d = 0.65) and conflict resolution (d = 0.53). Correlation analysis showed stronger alignment between teacher self-perception and student ratings in private schools (r = .62) than in public schools (r = .41). ANOVA results affirmed school type as a significant predictor of professionalism (F = 10.56, p = .002), with no significant gender interaction. The study concludes that private school science teachers demonstrate significantly higher professionalism in several observable domains, though both sectors exhibit strong ethical commitment. Recommendations include targeted professional development for public school teachers in lesson planning, feedback, and professional conduct, and for private school teachers in punctuality and conflict management.

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