This research explores the perceptions’ of mathematics teachers who are teaching in Pakistani schools at secondary level. The study aimed to explore the elementary school teachers’ perceptions about student-centred approaches, and their difficulties facing in using these approaches. The study uses a methodology of questionnaire and interview to gather data from mathematics teachers at secondary level. The results of this study indicate that the most mathematics teachers were positive about the role and importance of student-centred approaches in their mathematics. The majority of teachers appreciated their role as a facilitator of the learning process using student-centred approaches Moreover, the majority of teachers reported that continued practice in teaching mathematics courses and/or teaching method courses had contributed to their developing a fair understanding of teaching mathematics. The teachers responded positively regarding the role of student-centred approaches to enhance the procedural understanding of students in mathematics. Most of the findings supported student-centred approaches positively. Finally, the recommendations concerning the importance of student-centred approaches in mathematics, the arrangement of resources, and teachers’ professional development are presented for the attention of teachers, administration and curriculum developers.

The basic objective of this study is to examine the mediating role of OC between WO and TI among the teaching faculty of universities of KP, Pakistan. Data were collected via questionnaires from 207 teachers. SPSS and Amos were used to analyze the data. The results revealed a significant positive relationship between WO and turnover intention, while a significant negative relationship between WO and OC and between OC and TI was confirmed. The results also revealed a significant partial mediation of OC between WO and turnover intention.

This study evaluated the attitude of prospective teachers towards “guidance and counseling services” in distance education. The survey method was used for data collection from 730 B.Ed. learners of the AIOU by using questionnaires on a five-point rating (Likert) scale. The results indicated that the majority of the prospective teachers (80.24%) appeared to be satisfied with information services and the channels of providing such services by AIOU. More than half of the respondents (57.81%, 57.59%, and 57.81%) appeared were unsatisfied with the provision of tutors information, guidance by their tutors on writing assignments, and tutorial meetings (respectively). Overall, more than half of the respondents appeared with their positive perception about “guidance and counseling services”. The study recommended tutors training on how to tutor in distance education; how-to guide and facilitate distance learners in writing good assignments.

The language used in academic texts and pedagogy is referred as academic discourse. Being student and teacher, the researchers observed that mixing of home language with academic language was a common practice in many institutions. Some linguists appreciate it, while others resist it by claiming it detrimental to objectivity and neutrality. Chiang (2006) finds role of teacher’s discourse a determining factor in pedagogy. Current study was conducted to observe the phenomenon of hybridization in academic discourse and to assess it in the light of pragmatics. Pragmatic analysis is known as a useful method to infer covert and implicit meanings of language (Savignon, 2007) and the researchers deemed it appropriate for current research. The pragmatic analysis could provide a newer outlook on academic discourse. Data was collected through observation sheet from the classes. Questionnaire was also used to get relevant data from teachers. The findings revealed that teachers often relied on cultural and ideological underpinnings in their pedagogy. The individual conversational styles were also responsible for different mode of hybridization and subsequently reinforced diverse facet of discourse different in pragmatic nature. The data was first analyzed for hybridization followed by its pragmatic analysis. The study was important in the backdrop of one of many beliefs, that meaning never remains fixed and it resides in socio-cultural structures and lack of pragmatic knowledge among interlocutors impedes semantic proficiency. The study revealed utility of pragmatic competence in turning this mixing of discourses in a class into a continuum. It also found that knowledge of academic pragmatics could reinforce semantic proficiency.

Motivation is a key aspect of every workplace if the workforce is to function effectively and efficiently. This study explores that leadership in higher institutions of education in KPK Pakistan, looking at a typical set of 12 male and 12 female higher institutes. The aim was to offer a picture of the current situation, as perceived by principals and teachers, and to explore differences in their perceptions. The views of the Heads of the Institutions (Principals) and a sample of their teachers were gathered using a questionnaire. This suggests that there may well be two very different kinds of motivations atmospheres in the sample of colleges surveyed. Secondly, where teachers tend to respond well to a supportive, affirmative approach on the leadership, where they feel valued and good work is praised, as well as being given the freedom and trust to innovate, the Principals tend to a more authoritarian approach.

The study investigated family interference with work conflict (FIW) among female teachers based on selected demographic variables and its impact on their job performance; with job performance as the dependent variable and FIW the independent variable. The data was gathered from 295 female teachers from fifteen FEF girls’ degree colleges across Khyber Pakhtunkhwa through a survey questionnaire of 42 closed-end items on five-point Likert scale. Of the total 295 teachers, 220 respondents including 177 married and 43 unmarried returned the questionnaire. The findings divulged that the teachers faced FIW with different magnitude based on various demographic factors and has an adverse impact on their job performance. The findings are useful for researchers, policy makers, teacher and employers as they give an insight into the female teachers’ problems in their efforts of balancing their roles in family and work domains.

The paper analyses cost and effectiveness of academic staff working at government and private colleges district Bahawalpur. Therein, it focuses, (a) comparison of cost between private and Government Colleges, (b) finding the sector which readily adopts new trends in education through costeffectiveness, (c) evaluates the use of resources in government and private college in terms of quality efficacy, and (d) compare the achievement in education in government and private sector by utilizing cost-effectiveness analysis. Survey approach was used for data collection. So, two separate questionnaires were developed on a five point Likert scale. Cost and effectiveness in government and private college were then reviewed. The sample was selected from the universe of teachers and Parents of Bahawalpur district. Data were then analysed and presented through means and t-test. Major findings of the study indicated government college teachers’ salary fall between 50,000 to 100,000 and private college salary 20,000 to 50,0000. Majority of teachers in both sectors teach undergraduate and graduate level classes. Very few teachers teach higher level classes. Government college teachers show more flexibility in their behaviour as claimed by respondents, than their private counterparts. Private college did superior work in the category of ethic than Government College. It is observed that private college teachers encourage the students learning by doing in the classroom more than Government College.

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.