The efficacious attitude of a person plays a vital role to develop psychological well-being, interpersonal and self-esteem. An individual with high level of self-efficacy is able to regulate and balance thoughts over actions. The basic purpose of the current study was to find out the relationship between self-efficacy and workplace stress of university teachers. A quantitative co-relational research design was followed to achieve the research objectives. 180 faculty members working in three different public sector universities in Pakistan were selected using multiphase sampling technique. Self-developed self-efficacy scale (based on two factors; general teaching efficacy and personal teaching efficacy) and workplace stress inventory were used to collect the required data. Data were analyzed applying mean score, t-test and Pearson correlation. Findings of the study reveal indirect correlation between the level of teachers self-efficacy and their perceived stress at workplace. Few recommendations were made on the basis of the findings of this study.

The focus of the research was to find science teachers' philosophy about the nature of science NOS in philosophical perspectives serving in the public sector universities of Pakistan. The descriptive research method was used to investigate the difference in perceptions of the science teachers about NOS on the basis of gender and subject. An online questionnaire was utilized in order to gather data from respondents. Different constructs of NOS were identified to explore. The female teachers had more understandings about NOS than male teachers. The teachers of mathematics were positivists and decontextualized view of NOS. Male teachers were having an inductivist view of NOS. Physics teachers believed in inductivism. The teachers of chemistry were having process and realism view of NOS. Mathematics teachers were found to have contextualized NOS. It is recommended to provide orientation to science teachers in order to build NOS towards concept clarification during the process of the teaching-learning process.

This research explores the difference in self-efficacy beliefs by gender and language of instruction of teachers. This descriptive study uses survey. The multistage stratified random sampling is employed to choose the sample for the study. The sample comprises 1761 teachers: 880 male and 881 female teachers from 419 primary, middle and high school. Out of 1761 teachers 923 are from English medium and 838 are from Urdu medium schools. The schools are selected from nine districts of the Punjab. The data are collected by using Teachers’ Sense of Efficacy Scale. The t-test and ANOVA are run to find mean self-efficacy. The study finds self-efficacy level of teachers from Urdu medium schools being higher than teachers from English medium schools. No difference in self-efficacy by gender is reported. It is further concluded that effect of medium of instruction on self-efficacy does not depend upon gender.

Culture guides the individuals to live their lives according to the beliefs set by the people of that culture. In order to know about the cause of any illness, the combination of knowledge and culture is considered to be a powerful tool. The study aimed to see the cultural perceptions about mental illness in Jalalpur Pirwala. This study focused on the carers of mentally ill persons by observing their perceptions regarding the mentally ill person of their families. The subject of the research was 18-60 years old mentally ill persons. Data collection methods included observation, unstructured interviews with practitioners (spiritual healers/bhoopa), and in-depth interviews were conducted with caretakers of mentally ill persons, selected through snowball sampling. Findings showed that cultural beliefs regarding mental illness are related to supernatural or divine phenomena in which causes of mental illness are Allah's will or punishment, witching, black magic, evil eye, curse or women's fault.