Green Pakistan is a very famous slogan nowadays and one of the core objectives of the present government. This research focuses on the qualitative perspective on the need and significance of Environmental Education in Teachers Training programs to provide awareness to forthcoming teachers. Environmental Education is included in Millennium Development Goals by the United Nations. Recently the Sustainable Development Goals (SDGs) have been launched by the United Nations and subsequently, Pakistan has signed a treaty to fight against Climate Change and Global Warming. The researcher examined the modules which are to be incorporated in the syllabus of teacher education. The inclusion of modules apropos of Environmental Awareness in Teachers’ Training programs was recorded highly beneficial in numerous experimental studies all over the world and particularly in Pakistan in one of the doctoral-level research. The correlation among Millennium Development Goals, Sustainable Development Goals, and due to continuous learning process improvement in the Environment at local settings was established based on a qualitative study.

This study measured the environmental literacy (EL) level that the secondary school teachers in Punjab (Pakistan) possessed and found mean scores of various groups of teachers, demographically categorized, significantly different when assessed on scales of environmental literacy. Data collection was done by adapting a valid tool titled as Middle School Environmental Literacy Instrument and administered on 1626 teachers randomly selected from five out of 36 districts of Punjab through stratified random sampling technique. The EL level of teachers was assessed according to environmental knowledge, environmental dispositions, cognitive skills, and environmentally responsible behavior. The application of descriptive and complex inferential statistics showed moderate composite score of EL. Also moderate scores on individual scales were found with the exception of the scale on issue analysis. On this scale, the scores were high. However, scores of women teachers were higher than those of male instructors. The experience variable had not shown significantly different scores on EL.

Metacognition and reflective teaching are concepts that complement each other if we refer to a reflective teacher. This study investigates whether metacognitive awareness of prospective teachers can be improved through reflective journals. In present study reflective journals are comprised of practice sheets through which the prospective teachers can practice their metacognitive thoughts consciously. The methodology followed is experimental research by using qusai-experimental design into two phases. Both, control and experimental groups were taught through a combination of teaching strategies that we normally use in our classes such as lecture, discussion, or through inquiry, etc., in phase 1. In phase 2, reflective journals, along with other strategies that were used in the 1st phase, were introduced. The results of data analysis revealed a significant enhancement of prospective teachers metacognitive awareness and its constituent factors e.g., metacognitive knowledge and metacognitive regulation.

The purpose of the study was to explore the relationship of organizational politics on the performance of teaching faculty of the universities of Pakistan. The nature of the study was descriptive. The public sector universities of Punjab were the population of the study. The researchers randomly selected the four universities, i.e. the University of the Punjab Lahore, Bahaud din Zakria University Multan, Pir Mehr Ali Shah Arid Agriculture University Rawalpindi and The Islamia University of Bahawalpur. Two questionnaires, namely Organizational Politics by Vigoda (2007) and Teachers Performance Evaluation Scale (TPES) by Shehzad and Farooqi (2016), were adapted for the study. The statistical techniques t-test and Structural Equation Modelling (SEM) were applied to analyse the data. It was inferred that organizational politics had significant impact and relationship with the performance of university teachers. It is recommended that a qualitative approach may be adopted to get a further in-depth understanding of the phenomenon.

In Pakistan, the teacher education program has undergone a number of changes in terms of a new curriculum, quality measures and certification policies. The present study has attempted to assess the effectiveness of the program from student-teachers' perspectives. A closed-ended questionnaire was used to collect data from 200 student-teachers from four public sector universities. An initial descriptive analysis showed that teaching quality has slightly improved. An institution with a better learning environment was better at meeting student-teachers expectation. Only 12% of the participants reported that 100% of their expectations were met, while 40% of the participants reported that 80% of their expectations were met by the program. There was no association between Strengths of the Program and Sex' as, ?2 (2, n = 165) = .588, p >.05, phi = .06. The association between Program Level (ADE, B. Ed) and Perceived Strengths of the Program was statistically significant as ?2 (3, n = 165) = 24.725, p >.0005, phi = .380. Institution Type and Perceived Strengths of the Program were also statistically significantly associated as ?2 (9, n= 165) = 80.060, p<.05.

Novice-expert school teachers' conflicts and support significantly contribute to the working relationship, teaching performance and retention. The present study aims to phenomenologically analyze novice-expert school teachers' experiences of mutual support and conflicts and how it helps their professional development. Seven expert and seven novice teachers were purposively selected from private and public schools from a district located in Punjab, Pakistan, who were interviewed to gain an insight into the phenomenon. The collected data were transcribed and analyzed employing thematic analysis guided by the selected qualitative approach. It was revealed from the themes and sub-themes that novice teachers get support from the expert teachers, and they developed self-confidence and techniques to manage a classroom, solve students' problems and adjust themselves in the school successfully. The study implies that the conflicts between novice and experienced teachers can be resolved through promoting mutual understanding, cooperation, and communication.

One of the essential variables in deciding our success in life is our attitude. The main purpose of the study was to investigate the attitude of male and female prospective teachers of different programs of Institution of Education and Research towards research. This study was quantitative and survey type in nature. The sample consisted of two hundred and forty students. A questionnaire "Attitude towards research" based on the Likert scale was administered for data collection. For data analysis, descriptive and inferential statistics applied. It was observed that most prospective teachers agreed that research makes them uneasy, and they feel insecure. It is also revealed that prospective teachers agreed that they enjoyed research. A new way of teaching research methodology may be adopted, which would increase the motivational level and lessen the negative attitude of the prospective teachers towards research.

Parent-teacher meetings (PTM) play an integral role in a child's education. The importance of PTM is even more critical for Early childhood Education (ECE). ECE is not a novice concept in Pakistan; however, parents have only realized now that learning during early childhood goes beyond the walls of the classrooms and can only realize its full potential if parents are actively participating in their children's education. Therefore, PTM is the time when parents and teachers can collaborate to work for the education of the children. The current study explores the prospective teachers' perceptions of PTMs and their influence on ECE students' performance. The data were gathered from seven participants through an open-ended, semi-structured interview guide. The analysis concluded that prospective teachers had a good understanding of PTMs processes and generally had a positive attitude toward them. Prospective teachers also believed that PTMs positively influence students' academic performance.

Managing classrooms is the central component of effective teaching and learning practices and, therefore, has always been the concern of teachers. The literature demonstrated that classroom management techniques are generally oriented either towards discipline or towards engaging students with learning. Teachers generally perceive classroom management techniques with an orientation either towards one or both, and these perceptions are likely to guide them about the way they manage their classrooms. In this context, the main intent of this research was to identify techniques that school teachers perceive as classroom management techniques (along with their orientation) and to examine the effectiveness of those techniques for supporting students’ learning. This research further examines gender differences among teachers related to these questions. This research used descriptive survey research design. The teachers in 190 elementary schools of district Dera Ghazi Khan served as population. Using cluster and stratified random sampling techniques, a sample of 406 elementary school teachers was selected. Of these 406teachers, 128 were female, and 278 were male. A questionnaire, adopted from Asiyai (2011), was employed as a research tool. The reliability of the tool was computed through Cronbach-Alpha coefficient, and validity was ensured by aligning items with research questions. It was found that teacher sightly believe that although both discipline- and engagement-oriented aspects of management can be perceived as classroom management techniques, both are also effective for students' learning

This interview study aimed to explore the perceptions and practices of the university teachers regarding student engagement in History & Pakistan Studies classrooms. Data were collected from four PhD professors from a public sector university. A qualitative research design was used, and semi-structured interviews were conducted. Thematic analysis was done to extract findings from the qualitative data. The finding is arranged into three themes, i.e., student engagement, instructional strategies, and classroom management. The finding suggested that teachers use different strategies and practices to improve student engagement. Moreover, teachers used different practices to make their classes interesting. It is reported that having a cordial teacher-student relationship is beneficial for enhancing student engagement level and overall performance at the postgraduate level of education. Effective classroom management plays a significant role in creating a positive learning environment for engaging instruction.