How Do Public and Private Schools Differ in School Management and Quality Education? A Phenomenological Study of Teachers' Experiences

This article reports the findings of a phenomenological study of novice teachers' comparative experiences of teaching in community and institutional types of schools in Mid-Terai, Nepal. The study was carried out in the background knowledge of private school provides a more quality education than public school, therefore, focused to identify the differences in the roles of headteachers in two types of schools in order to understand the process of quality differences. Analysis of the generated information traces out a complex phenomenon of diverse, interrelated, and non-linear factors- that are: clients' concern; head teacher's managerial will, capacity and autonomy; and teachers' responsibility are the significant factors in making school difference for students learning. Institutional schools are effective in the practice of surveillance succeeded by reward and punishment to teachers to get caretaking of students and preparation for the exam; and school-parents communication in parental support in learning in comparison to the community school. But in both types of schools, the environment for teachers' continuous professional development is the concern of distance. These findings suggest that the school leader oriented-model is more appropriate than the school management committee-oriented model in Nepalese schools till novice teachers enter the job market without minimum professional skills.