This study explored the lived experiences of novice elementary school teachers with respect to classroom management. This study used a phenomenological case study research design. Four novice elementary school teachers struggling with classroom management were selected from private elementary schools in Lahore. Semi-structured interviews were conducted to elicit the lived experiences of the participants. All interviews were audio-recorded and later transcribed for conducting a qualitative content analysis of the data. The analysis revealed that novice teachers faced various challenges in managing their class-and used multiple pedagogical techniques to handle day-to-day classroom issues. Usually, a new teacher is highly dependent on the support and help from the school management; irony, however, is that they seldom receive any. This study contributes to contextual knowledge related to the issues and needs of novice private elementary school teachers at the start of their careers.

Transformational leadership has been characterized by vision and inspiration while the emphasis of instructional /pedagogical leadership is on framing clear goals and objectives and then achieve them through careful planning and monitoring. Headteachers play the leading role in school improvement and increase and maintain instructional effectiveness. Their prime focus is on learning outcomes and enhancing the quality of the teaching-learning process. A qualitative research design was applied to get headteachers' perspectives about role of instructional leadership in successful execution of the curriculum. Purposively 14 headteachers were selected to conduct interview. Among them 7 were female headteachers and 7 were male headteachers. The interview protocol was developed after reviewing literature and discussing role of instructional leaders in successful execution of curriculum with experts in the area and renowned educationists. It was revealed that school heads as instructional leaders have an important role in successful execution of curriculum

The present study would lead to know the effects of British Council training program on the primary school teachers in Khyber Pukhtunkhawa. The objective of the study was to know the effects of the training program on the primary school teachers. The primary school teachers, who successfully completed grade III training English as Medium of Instruction in Khyber Pukhtunkhawa, were the population of the study. The study was delimited to male primary school teachers of the three districts namely Mardan, Peshawar and Swabi. The target population was 1947 male primary school teachers, of whom 330 was selected. The data was collected through questionnaire and analyzed through percentage and chi-square. The results of the study that the primary school teachers were able to use English as Medium of Instruction. The study recommended that such trainings should be arranged for teachers to improve their skills of using English as Medium of Instruction.

This research was undertaken to investigate the problems teachers experience in ECE assessment. A qualitative research design with semi-structured interviewing was undertaken. The study's intent was to identify the assessment techniques used by ECE teachers to assess their students' learning during class. All primary level private schools in urban areas of Lahore were considered as the population of the study. Ten ECE teachers were selected by using a purposive sampling technique from the private school sector of Lahore.The data was analyzed through thematic analysis by using open and axial coding techniques. The major findings were that teachers used different assessments such as small class tasks, question answer techniques and observational techniques. The study revealed that the major issues teachers in ECE assessment were facing were students' individual differences, their level of understanding, their family background and lack of resources.

Global citizenship entails individuals having an immaculate sense of duty towards the benefit of all societies and just not to their own. This qualitative study explored the beliefs of 16 pre-service teachers about global citizenship, its impact on secondary school students, the framework of action they intend to use in cultivating global citizenship, and the strategic involvement of stakeholders in cultivating global citizenship among secondary school students. The findings revealed that pre-service teachers,though they had a limited understanding of the concept, believed that global citizenship education might foster critical thinking, decision making, and problem-solving skills among the students, thus making it crucial for teachers, policymakers, and curriculum developers to harness curriculum and skills for publishing the concept. We argue that pre-service teachers should be provided in-depth awareness about global citizenship and understanding of the strategies to cultivate global citizenship so that they can effectively encourage this among secondary school students

The objective of this study was to determine the impact of professional training on teacher leaders and teachers' performance. The population of the study was secondary school teachers in Lahore; while there were selected 20 respondents were selected through a random sampling technique. For this study, a pre-experimental research design was administered.This scale was administered on the basis of the Teacher Leadership Exploratory Consortium. The research data was collected before and after treatment while SPSS was administered to analyze the research questions proposed in this study.The findings of this research revealed that the post-test score was greater than the pre-test. Significantly, this study is beneficial to developing the teacherleader skills and teachers' performance through professional training. Moreover,it may enhance the teaching-learning process by adopting innovative strategies and techniques.

This paper focuses on exploring the way ingrained cultural wisdom and mechanisms provide the base for actualising official roles in formal organisations. Most of the formal interactions and transactions are made through personalised dealings (Qadeer, 1999). Some senior scholars feel that such cultural wisdom/mechanisms (like VB) are not relevant anymore (Chaudhary, 1999), but the current research and existing practices are giving a different picture of reality (Saher & Mayrhofer, 2014; Saher et al., 2014;
Qadeer, 1999). Considering this lacuna in literature and between literature and practice, this paper is going to unravel the process of informalization in formal organisations and will contribute to the ongoing debate on convergence divergence. This paper will also discuss the implications and extend guidance for future research in this field.

Students and teachers can use different ways to learn when their motivation is high, moderate, or low. The main objective of this descriptive study was to find out how high levels of motivation affect the performance of the prospective teacher. A survey method was used to gather data. Prospective teachers of the University of Punjab Lahore were included in the sample population .sample size was 560 prospective teachers. We used a questionnaire to find out about different ways to get people interested in learning. SPSS was used to look at the data. The results showed that a high level of motivation among future teachers was positively and significantly linked to all academic achievements and self-esteem, while a moderate level of motivation was also positively and significantly linked to other academic achievements. The results of this study may also persuade policymakers to take into account new motivational factors when hiring new teachers.

Online learning has transformed higher education. Many empirical studies have been done on the challenges with online courses, but few have presented an overview. We reviewed the literature using Cooper's framework. Concerns were found to be common in three large groups: online students, teachers, and people who make materials. Online education had problems because students had different ideas about what was expected of them, their level of preparedness, and their level of engagement. Teachers had to deal with problems like getting used to their new roles in the classroom and having trouble with time management and how to teach. Considerations for content development, the role of instructors in content creation, the use of multimedia in content, the importance of instructional methods, and more came up during this research. Higher education institutions can help both teachers and students get past these problems by giving them opportunities.

The study examined the effect of instructional leadership on school performance. Instructional leadership is a process that how quality practices: building and sustaining the school vision, monitoring of curriculum and instruction, leading a learning community, data gathering and assessing, and shared leadership were implemented by head teachers effectively. School performance is defined as the attainment of targets by teachers, students and schools. In district Sahiwal, head teachers were evaluated for instructional leadership by their SSTs (N=1026) on HTEQ. For school performance, a score of student achievement were obtained from their schools, while data on factors: cleanliness of schools, student presence, the functionality of facilities, and teacher presence were obtained through monthly visit reports of MEAs. The study revealed that head teachers were used practices of instructional leadership effectively and excellent level of schools' performance were found. The study explored a moderate relationship between variables (r=.54), and a 39 % variance in school performance could be explained through instructional leadership. The recommendations were also added in the study.