International Journal of Contemporary Research in Multidisciplinary

This study examines teaching effectiveness and academic performance in government and private secondary schools in Chaltlang, Aizawl, underscoring the crucial role of education in intellectual and social development. Teaching quality, assessed through clarity of instruction, teacher-student interaction, and the learning environment, is a key factor influencing student outcomes. Government school teachers demonstrate a "Moderate" level of effectiveness, with an average mean score of 0.690. While they meet basic expectations, areas such as impartial grading, addressing student doubts, and structured note delivery require improvement. In contrast, private school teachers, with an average score of 0.475, excel in subject knowledge and note delivery but need to enhance student encouragement, doubt clarification, and fair grading.

Analysis of High School Leaving Certificate (HSLC) results from 2020 to 2024 reveals a significant performance gap, with private school students outperforming their government school peers by an average of 20.87 percentage points. A p-value of 0.024 confirms this difference as statistically significant at the 95% confidence level. To bridge this gap, government schools should focus on improving teacher-student interactions and assessment fairness, while private schools should adopt more student-centered teaching practices. These targeted improvements will enhance educational outcomes across both sectors.