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.

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.

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

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.

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.

Students with special needs have come a long way in their education. Numerous transitions have taken place from special education (SPED) to integrated education, as well as from collaborative learning to inclusive education. The objective of the study was to explore teachers' challenges, obstacles in the teaching-learning process and collaborative impediments. This study's respondents were chosen using the purposive sampling technique. The problems and difficulties faced by SPED educators were identified using the Qualitative Research Method (QRM). Data were analysed using a thematic approach. This paper concludes that accessibility, lack of interdisciplinary team, insufficient technological aids, s/t ratio, community attitudes, transition, policy gaps, budgetary constrain, negative social attitudes, parents' negligence about SEN students and administrative laxity are challenges of SPED department that should need to resolve.

The present research aimed to study quality control techniques used by secondary school teachers in district Lahore to improve educational outcomes. The link between quality control measures, secondary school teachers' performance, and target accomplishment was examined in particular. The study's sample was selected by convenient sampling technique and included 418 secondary school instructors from 200 secondary schools. Questionnaire QCMSSGA was adapted to collect data on quality control measures and secondary school goal achievement (QCMSSGA). It was found that the instrument has a coefficient of reliability ranging from 0.75 to 0.81. Analysis including frequency distribution and Pearson product-moment correlation. Secondary school pupils who received high-quality supervision and teacher evaluations were more likely to meet their objectives. Due to the reasons mentioned earlier, secondary school instructors were instructed to conduct more frequent, routine instructional monitoring and pay greater attention to teacher performance evaluations.

The aim of this study was to investigate the relationship between teacher's commitment and turnover intentions among the teachers working in secondary schools in the district of Lahore. The data was collected through a self-design questionnaire from 235 male and female teachers of Lahore who were selected by simple random method of sampling. Graphs correlations t-test and one-way ANOVA were used through the SPSS software package for the data analysis. Findings indicate no significant relationship exists between teachers' commitment and turnover intentions. However, it is found that the teachers’ Commitment among the females is higher than that of the male teachers and the teachers’ turnover intention among the male and female teachers is the same. It is recommended to increase teachers' commitment and decrease turnover intentions in Lahore by providing incentives and rewards.For turnover intention, it is recommended that teachers' jobs should be permanent.

The study's aimed to identify the effect of the P4C teaching maneuver on the critical thinking skills (CTS) of teacher candidates by using a quantitative, quasi-experimental approach. The population comprised of teacher candidates of B.Ed. (Hons) programmes of University of Education whereas the sample was intact two sections of 5th-semester candidate teachers in Division of Education, UE Lahore. CTS were assessed through Watson Glaser Critical Thinking Appraisal (WGCTA). The results of the t-test suggested that P4C significantly improved the CTS (Inference and Overall CTS) of teacher candidates in the experimental group as compared to the control group. However, both groups' teacher candidates were equally skilled in the remaining WGCTA sub-scales (Recognize Assumptions, Deduction, Interpreting Information, and Evaluation of Arguments). It is suggested that a comparable study be carried out at all educational levels (primary, secondary, higher education) in both public and private sectors as well as in other disciplines by adopting a mixed-method approach.