or enhancing the quality of teachers, the Government of Pakistan introduced the National Professional Standards for Teachers in 2009. The study was qualitative in nature. A case study design was adopted to conduct the research. A purposive criterion sampling technique was used to select the sample. A semi-structured interview and observation checklist was developed by the researcher. The instruments were validated and improved in the light of expertsÂ’ opinions. Research ethics were observed during the study and before the data collection. Themes were generated and interpreted which were relevant to the research questions of the study. The findings of the study indicate that public sector teachers have command of the subject matter knowledge, but lesson planning and proper assessment are missing. It is being recommended that awareness about the National Professional Standards must be created among public sector teachers and teachers should be made bound for planning their instructions according to standards.

This study examined the effectiveness of an accreditation mechanism for teacher education exclusively with a fragile higher education system in Pakistan. A quantitative research method was employed. Using the stratified technique, 614 participants from 24 higher education institutions were selected. Questionnaires were used to collect data from participants. The findings revealed that the standards of national accreditation council for teacher education (NACTE) cannot win wide acceptability and support of educators. The accreditation mechanism in Pakistan has emerged less effective in meeting standards of imparting modern, relevant and quality teacher education in the country. A comparative perspective to explore the factors affecting the effectiveness of accreditation in assuring quality teacher education in an academically underdeveloped country Pakistan is discussed at the end of this article. This study provides essentialities of accreditation in teacher education programs. It carries the value of graduate attributes that is a brand image in the quality of teacher education program development.

This study was conducted to find the influence of teachers effectiveness and students attitude on students academic achievement in science subjects at secondary school of district Dera-IsmailKhan. An important aim of the study was to explore the impact of teachers effectiveness and students academic performance on the subject of science. A multi-stage and stratified random sampling technique was used for data collection. The survey questionnaire was used. A standardized questionnaire was used and this questionnaire was also validated. A normality test was applied to normalize all variables. Reliability was checked through Cronbach Alpha and it was found in the range given by (Pallant, 2010). The data-was-collected-from teacher at the secondary school level. The hypothetical influence was tested using simple regression. The teachers effectiveness was found significantly on students academic achievement as β=0.727 p<0.05. Similarly, the influence of students attitude found significantly positive on students academic achievement as β=0.616 p<0.05.

This study was conducted to explore and compare perceptions of Subject Specialist Teachers about their role as a humanistic student guide. Subject specialists were taken from 28 male and 13 female higher secondary schools situated in Dera Ismail Khan, Khyber Pakhtunkhwa province, Pakistan. Structured questionnaire was used for data collection. As per the data analysis, it was concluded that most of the teachers did not possess proper awareness f a humanistic approach for the guidance of the student. Student guidance was almost absent due to lack of skills, resources, time specification for the purpose of the school administration and expertise. It was noticed that the situation in female higher secondary schools was almost the same as it was noted in the male schools as no significant difference of perception was found among male and female teachers. There was a need for proper training, and provision of resources for an appropriate guidance of the students.

This research determines the role of the Organizational Environment in reducing the effects of the Techno-Stress on Work Behavior of the University Teachers. The quantitative research method was followed whereas descriptive research design for being the most befitting in these kinds of investigations was opted for reaching certain findings and drawing the conclusions. The study was conducted on 394 university teachers appointed in various public sector Universities situated in the province of Punjab. A scheduled questionnaire built on a five-point Likert scale was used for gathering required data, whereas, in addition to descriptive analysis, inferential analysis of the collected data was done using t-test, correlation, and regression. Results of the study revealed that a significant correlation among the organizational environment and techno-stress prevails, whereas the analyzed data affirmed a significant effect of the techno-stress on the work behavior of the University Teachers.

Trainings are offered to all level of teachers at different phases of their careers. There are empirical foundations that these trainings have major impacts on the quality of teachers and resultantly on the quality of education. The study was conducted to investigate the quality of the induction training for elementary teachers of QAED, Punjab as perceived by the participants of the training. This study focused on teachers who received induction training in 2017. A questionnaire was developed to collect the data. Descriptive statistics were applied conclude. The newly-inducted teacher stated that the training was aligned with their professional needs. They were satisfied with the quality of physical and learning facilities, the subject matter knowledge, and the overall quality of training. They like training design, duration of training sessions, course content, finally, effective follow up of the training were the major findings if the study.

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.

The study was determined to find the factors that affect the teachers' practices in the implementation of the ECCE curriculum in public schools. The study was quantitative in nature, and a cross-sectional survey design was used. All the ECCE teachers in public schools formed the population of the study. The proportionate stratified random sampling technique was employed, and 278 teachers were selected as a sample of the study. The data were collected using the questionnaire on factors affecting teachers' practices in the implementation of the ECCE curriculum. The findings showed that there is a significant difference on the basis of experience as p (0.000) ? 0.05 and an insignificant difference on the basis of qualification and class size as p (0.000) > 0.05. The study recommended that teacher training institutes of early childhood care and education should induct the curricula that are activity-based, and schools may provide better learning conditions in ECCE centers.

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.