Purpose – The purpose of this paper is to explore the relationship between extrinsic, intrinsic and social rewards and two components of organizational commitment and finally Chinese workers turnover intention in public and private sector. Design/methodology/approach – A questionnaire was utilized as the method for data collection. Structural equation modeling was utilized to examine survey data obtained from 202 employees in the southern part of China. Findings – The findings exhibit that extrinsic, social and intrinsic rewards were significantly related to affective and normative commitment. Findings suggest that satisfaction with extrinsic benefits, supervisor support, coworker support, autonomy, training and participation in decision making has substantial impact on employee’s affective and normative commitment. However, affective and normative commitment was negatively related to employee turnover intention. Research limitations/implications – This study covers different public and private-sector organization employees working in China. Therefore other geographical areas could be designated for future research endeavors with a bigger sample size. Practical implications – With the purpose of boosting employee commitment, managers must provide their employees with greater autonomy, appropriate training and participation in decision making in the organization, as well as enhancing supervisor and coworker support. Originality/value – This research investigates how Chinese employees with different categories of organizational rewards react to different kinds of organizational commitment and turnover intention in Chinese organizational context.

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This study was designed to compare the situation of Early Childhood Education (ECE), provided in public and private sector schools. The major objectives of the study were to evaluate the learning abilities of the students who were receiving early childhood education, to study demographic variations of students in relation with their learning ability and to study availability of physical facilities in the public and private sector schools for early childhood education. In this study, data of 100 respondents was collected from two distinct groups; students enrolled in ECE and teachers teaching to ECE level. Among them 60 students and 40 teachers were included. Data was collected from the schools located at Rawalpindi and Islamabad. In order to make a comparison between public and private sector schools quantitative approaches was used. For the measurement of students’ learning ability data was collected with the help of a standardized tool developed by ASER (2014) for English, Urdu, Math, General Knowledge and for the measurement of teachers’ perception regarding availability of physical facilities in public and private sector schools a separate research tool was developed by the researchers. Findings revealed that learning level of students who were enrolled in the private schools was higher than the students enrolled in public sector schools and girl’s studying in private schools have high learning level than boys in public school. Results also revealed that overall there was a lack of physical facilities for pre primary children in both sector schools. Findings of the study would be helpful for public and private sector schools and agencies those are working in early childhood education. Study would be helpful in creating awarenessamong teachers and administrators about the importance of ECE in relation with learning abilities of students.

The purpose of this paper was to analyse a situation of ECE facilities available in public and private sector schools in AJ&K. Main objective of the study was to assess the availability of physical, academic, sports and learning environment facilities for ECE in public and private sector schools in AJ&K. Questionnaire was comprised on 46 items with four subscales. The result of the study revealed that the availability of all four facilities is better in public sector schools than private sector schools. It is recommended that resources of teaching and learning for early childhood education need to be increased. It is also suggested that curriculum for ECE should also be revised and implemented in private sector schools of AJ&K. Keywords: Early Childhood Education, Facilities.

Teacher competency is the key to effective and quality teaching. According to the Oxford English Dictionary, competency denotes the ability, skill, and strength of an individual used to perform a given task. In order to ascertain the efficacy of the learning outcomes of any education system, teacher competency is measured using knowledge, skills, and attitude (KSA) model. The current study used the same model to assess teacher competency of the secondary school teachers of Islamabad. Stratified random sampling technique was used to choose the desired sample comprising 100 male and 100 female secondary school teachers teaching in Islamabad. Data were collected through personal visits of the selected schools. A self-developed questionnaire consisting of 20 items was used to collect the data. Data were analyzed using various statistical techniques such as ANOVA and the mean, standard deviation, and Pearson correlation coefficient were also calculated. The findings revealed that there is a strong and positive association among all the determinants of teacher competency, that is, knowledge, skills and attitude. The study also found that female teachers have better teaching competency as compared to male teachers. Moreover, private school teachers showed better teaching competency than public school teachers. The study also revealed that teachers with less than 5 years of experience performed better than their seniors.