Background and Aim: School privatization, as one of the modern educational approaches, can influence various aspects of teachers’ performance and students’ social development. Therefore, the aim of this study was to determine the relationship between school privatization, teaching quality of teachers, and the enhancement of social skills among male primary school students in Behshahr.
Methods: The present research was applied in terms of purpose and descriptive-correlational in terms of method. The statistical population included all fourth-, fifth-, and sixth-grade male primary school teachers in Behshahr (N = 130). Based on Krejcie and Morgan’s table, 97 teachers were selected through stratified random sampling. The research instruments included the Teaching Quality Questionnaire by Kavoushi (2003), the Social Skills Questionnaire by Inderbitzen and Foster (1992), and a researcher-made Privatization Questionnaire. Data were analyzed using Pearson correlation and multiple regression tests.
Findings: The results indicated a significant relationship between school privatization and both teaching quality of teachers and the enhancement of students’ social skills. Moreover, the components of privatization contributed differently to predicting teaching quality and social skills.
Conclusion: Overall, if implemented with effective supervision, careful planning, and adequate support, school privatization can provide a suitable foundation for improving educational quality and achieving the broader goals of the education system. Therefore, policymakers and educational managers should not only utilize the capacities of the private sector but also pay special attention to the social, ethical, and qualitative dimensions of education to enhance both teaching performance and students’ holistic development