Abstract
This study investigated the perceived effectiveness of Public-Private Partnerships (PPPs) in enhancing Teacher Professional Development (TPD), utilizing data from 108 educators who were predominantly younger, female, public school teachers at the entry-level Teacher 1 position. The findings revealed a strong and highly positive perception of private sector involvement across all dimensions (Financial Support, Resource Provision, Technical Assistance, and Capacity Building), with overall weighted means consistently in the "Agree" range. Respondents universally agreed that PPPs successfully enhanced TPD outcomes, particularly in Knowledge and Skills Acquisition (Mean=4.07) and specifically in integrating technology into lessons (Mean=4.16). However, inferential analysis demonstrated a statistically significant difference in perception based on school type (p=0.001), with public school teachers perceiving the impact of PPPs significantly more favorably than private school teachers. The effect was further found to be school-sector dependent: public teachers showed a stronger correlation with Resource Provision (r up to 0.85), while private teachers prioritized Capacity Building and Technical Assistance (r up to 0.751). The study concludes that PPPs are highly effective but not uniformly relevant across the education sector. It strongly recommends the sustainment and expansion of PPPs while implementing differentiated TPD models that tailor resource allocation and support efforts to meet the distinct needs of public and private school environments.
