Perceived Impact of Privatization on Quality Education: Educator’s perspectives in Punjab
DOI:
https://doi.org/10.62843/jrsr/2026.v.v.233Keywords:
Educator’s Perception, Privatization, Public Schools, Quality EducationAbstract
Privatization of public education is a debatable topic that has been widely discussed, but the evidence on its relationship with perceived educational quality is not clear, especially in South Asian contexts. This research explored the linkages between privatization and perceived quality of education among all educational professionals from public and private sectors in Lahore division and explored if such perceptions varied by profession. Data was collected from the 252 participants as government teachers, private teachers and education officers in four districts of Lahore division using a validated questionnaire instrument and with the help of survey design. Exploratory factor analysis, Pearson correlation, simple linear regression and one-way analysis of variance were used for data analysis. The results indicated that privatization was significantly and negatively related to perceived quality of education, and significantly predicted lower scores on perceived quality of education. Professional role had a significant influence on attitudes toward privatization and perceptions of the quality of education, with significant variations between private teachers and certain others with government roles. The results suggest that support for privatization may be a sign of unhappiness with public school systems rather than confidence that privatization will actually benefit students, and that policymakers need to hear from stakeholders with various professional roles individually, and not lump them together when formulating policies on privatization.
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