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.

Through in-service teachers' training program administration competencies among educational managers, increased efficacy in the study delves into the realm of educational management.The aim of this study was to deal with administration, decision-making, resource allocation, team management, and conflict resolution. This case study is a qualitative and exploratory analysis of the experiences and transformations undergone by educational managers in the QAED Teachers-Training Program approach to explore this program's effectiveness and outcomes in enhancing educational managers' administrative skills. The study's methodology involves in-depth interviews of fifteen participants with a select group of educational managers who have participated in the QAED, promotion-linked training program. Themes are extracted using thematic analysis to discern patterns in their responses. By fostering administration competencies, the QAED Teachers-Training Program can contribute to the enhancement of educational management practices in Punjab. In conclusion, this exploratory study offers valuable insights into the development of administration competencies through this program.

Study examines teachers' perspectives on guidance and counseling in secondary schools. Teachers are backbone of education to build personality of individuals, motivate and help them chalk out future plans. A simple random sampling technique selected 170 males and females. Quantitative research technique used, and data collected through survey.The survey questionnaire was developed, and data was collected from secondary schools’ teachers. The responses of the participants of the study were entered for analysis of the data in SPSS version 22. Most of the population agreed to enhance the guidance and counseling sessions in schools as they increase student understanding and fulfill student needs. Study recommended that teachers be aware of guidance and counseling to build students who can express their thoughts, opinions and develop social skills. School administration should organize the guidance and counseling program and hire trained guidance and counseling teachers to implement the guidance and counseling sessions.

This study was conducted to explore the role of Artificial Intelligence in enhancing the teachers' competencies. This was a theoretical study in nature conducted while using the secondary data collected from the available books, journals, and dissertations. The results revealed that AI has great potential to enhance teachers' competencies while helping them design relevant educational content aligned with learning objectives and providing feedback on their instructional strategies and practices. It also allowed to automate the student attendance and grading on the teacher's side. It will also assist the teachers in selecting suitable strategies and teaching aids for aiding a wide variety of students including those with special needs. Yet, it is also important to underscore that AI ought to act in support of  and not replace with machine algorithms infallible virtues inherent to human education: sympathy; a creative spark; and the ability to individually adapt for each student.

The objectives of this research are to investigate the relationship between teacher-student and professional development at the University of Layyah. For this purpose, convenience sampling techniques were used to collect data. The data was compromised on two groups, teachers (n=15) and students (n=50). The result revealed that 62% of students and 60% of teachers believe that professional development exercises successfully provide concepts and tactics that are advantageous in the classroom. Overall, the findings suggest a positive and conducive university climate where both students and teachers value formality, supportiveness, respect for rules, and concentration in academic endeavours.

The study focused on investigating the role of teachers' professionalism in mitigating aggressive behavior among university-level resilient students. The quantitative survey design was followed to conduct this study. The study sample consisted of 237 students with MPhil and PhD degrees (Edu). Three tools (The Brief Resilience Scale, the Aggression Questionnaire, and the Teachers Professionalism Scale) were used in this quantitative study to collect data. Tools were converted to Google Forms and disseminated for data collection. Data were analyzed by utilizing descriptive (percentage, mean, standard deviation) and inferential statistics (Pearson correlation, and Hays Process macro mediation analysis model-4). Results revealed that university students were normally resilient and, there was a significant moderating role of the resilience of students on the relationship between teachers' professionalism and the aggressive behavior of students. The study indicates that university teachers necessitate more interventions to enhance the resilience of graduate students and decrease the level of aggression.

The study focused on elevating teachers' satisfaction: The impact of professional identity and psychological empowerment. A cross-sectional survey design with quantitative techniques was employed to conduct this study. The study sample consisted of 357 secondary school teachers, both male and female, from public high schools in Punjab, Pakistan. A stratified random sampling technique was applied for sample selection. Three adopted tools (The Career Satisfaction Scale, the Professional Identity Scale, and the Psychological Empowerment Scale) were used in this quantitative study to collect data. Tools were converted to Google Forms and disseminated for the collection of data. The data were analyzed by applying descriptive (percentage, mean, standard deviation) and inferential statistics(linear regression analysis). Results revealed a significant positive impact of professional identity and psychological empowerment on teachers' satisfaction. The study recommended that higher authorities may conduct training and conferences to enhance the level of professional identity, psychological empowerment, and teachers' satisfaction.

Education about climate change serves as a fundamental requirement for establishing environmental stewardship among primary school students. The investigation compares climate change knowledge between Pakistani public and private primary schools by utilizing UNESCO's climate education framework together with Shulman's Pedagogical Content Knowledge (PCK). The research methodology combined quantitative and qualitative methods to analyze textbooks from the Punjab Textbook Board and Oxford University Press, gather survey data from teachers, and conduct structured interviews followed by statistical assessment. The research shows modest direct climate-related learning appears in both public and private school curricula with private schools achieving better results in teaching methods. The participating sectors demonstrate teaching difficulties because of insufficient training and complex material which strengthens the argument for educational development based on UNESCO principles as well as PCK best practices.

The North African region is one of the most climate change vulnerable areas in the world; as a result of the global climate change, it has been suffering from severe environmental, economic and social challenges. The regional prominence of these extreme climate change related problems worsening the security situation of the region before impinging on it – most notably water scarcity, desertification, decline in agricultural output, and food insecurity – is the area of focus of this research. This research explores a challenging context to respond to at the national and regional scale, hereby focusing on the policy level, such as the Agenda 2063 of the African Union, Africa Climate Initiatives of the UNEP and the Climate and Health Strategic Framework 2025 of the Africa CDC.