The study analyzes curriculum document (teacher course guides) of ADE and B.Ed. (Hons) programs in terms of Assessment Tasks, Teaching Learning Approaches, Course Outcomes and Course Description. Study also focuses on prospective teachers and teacher educator’s perceptions about these teacher course guides and their execution in class room at selected Teachers’ Training Institutes. The sample comprises three universities and four Regional Institutions of Teacher Education offering B.Ed. (Hons) and ADE programs. Researcher congregated data from 21 teacher educators teaching to prospective teachers enrolled in ADE and B.Ed. (Hons) in the chosen institutions. Mixed methods (approach) were used to collect quantitative as well as qualitative data for extensive analysis of the research problem. The qualitative data was collected through a check list and quantitative data was collected through questionnaire. The manuscripts (Draft guide for teaching instructor) for B.Ed. (Hons). Experts developed curriculum meets the requirement of the society of Pakistan with the purpose to create more competent, proficient and well-informed teaching instructors. Effective implementation of teacher guides need improvement in terms of availability of resources like well-equipped class rooms, computer lab, library, learning materials and Information and Communication Technology.

The aim of this theoretical paper is to understand the meaning of identity and it is shaping at the workplace. While focusing on teacher leaders’ professional identity, this paper examines the notion of identity, and its development in education settings. The notion of identity formation determines teacher identity formation and teacher leaders’ identity development in various contexts. The paper reviews literature on how teachers evolve their leadership identity as a result of personal characteristics integrated into external and internal factors. This assimilation contributes to the process of identity formation. Personal attributes include credibility as a competent classroom teacher, intrinsic motivation for leadership, ability to create a positive school culture, utilization of the past experiences and having knowledge of the field. Other factors include influence of context or school culture, professional support available at work, appreciation and guidance from senior leadership, leadership models or structures in schools, professional learning communities, campus-based professional development courses or programs, professional networking and collegial practices in the school. The reviewed literature also indicates that teacher leadership identity is an important aspect of teacher professional development, particularly in the UK and the US school settings. The review also brings up the significance of teachers as leaders and highlights how teachers shape their leadership identity while working in school context. As this review identifies lack of research on teacher leaders’ identity formation in TESOL contexts as well as higher education institutions, it concludes with suggestions for future research in the said field.

This study examines the impact of increasingly challenging nature of classroom observation as part of teacher evaluation in English Language Teaching (ELT). This paper highlights the complex nature of evaluative classroom observation systems in various educational contexts. It also considers various issues that embody the challenging nature of classroom observation and teacher evaluation in connection to the professional development of teachers. In a small-scale study of Teaching of English to the Speakers of Other Languages (TESOL) professionals in Saudi English as a Foreign Language (EFL) context, it adopts an interpretive approach and utilizes semi-structured interviews to collect data. The results, presented in four major themes provide a detailed account of teachers’ perceptions of the role of classroom observation in their professional learning and development. However, this development has not occurred due to the observation as a tool to elevate teaching and learning standards, alternatively, the managerial demands and the fear of being fired or transferred to remote campuses have stimulated teachers to develop professionally and offset this challenge. Despite their personal drive to professionalize themselves in a collaborative and professional culture, the challenge of observation still prevails owing to the teachers’ lack of autonomy and some insufficiently trained observers’ subjective approach.

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.

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.

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.

Allama Iqbal Open University (AIOU) offers teacher education programs from Primary School Teacher to Doctor of Philosophy in Education. The current study is focused on B. Ed., 2-year M.Ed., and Associate Degree in Education (ADE). AIOU has rendered great services in the field of education and particularly teacher education. Distance education internationally is an established system of education but in the context of Pakistan there are certain issues in distant mode of education which if addressed, may improve quality in teacher education. The current study investigated issues from the perspectives of tutors in Khyber Pakhtunkhwa. Data were collected from tutors in 03 districts through interviews. Interview was conducted with total of 20 tutors. The purpose of the study was to get an in-depth understanding of the issues and suggest recommendations for improvement of the teacher education through distance learning from AIOU and the distance education programs offered by other universities.

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.