The current study investigated work-related stress, mental health and copying styles of college teachers based on their demographic attributes. A sample of n=176(males=115; females=61) lecturers working at the college level was taken and surveyed. Self-structured questionnaires consisted of occupational stress, mental health, and copying style. When comparing two different groups, females were more likely inclinedto stress and mental health as compared with males (p < 0.05). Married lecturers reported higher mean scores on mental as compared with unmarried lecturers (p < 0.05). The findings showed that there were no statistically significant changes in the research variables based on the participants' age, experience, or type of employment (p > 0.05), with the exception of copying style based on age (p 0.05). When organizing an intervention programmed to advance and promote mental health, these findings must be taken into account.

The study aimed to compare teacher effectiveness in English and Mathematics by using students' ratings on quality factors such as learning environment, instructional planning and strategies, subject matter knowledge, assessment, and effective communication. Through using a multistage sampling technique, the data was obtained from the students of 10th grade (N=2009), who evaluated their teachers' performance on STEQ developed by Akram (2018). The five factors of STEQ exhibited a high level of reliability (α=.88) with factor-wise reliability ranging from 0.74 to 0.86. T-test for independent samples was used to compare boys' and girls', and urban and rural students' perceptions of teacher effectiveness in English and Mathematics. Female teachers were perceivedas more effective than male teachers by their students in Mathematics and English, while urban teachers were perceived as more effective as compared to rural teachers by their students in Mathematics and English. Student achievement in English and Mathematics also statistically significantly differed based on the gender of students and school location. The study also gave recommendations.

Grading rubrics are valuable tools in education that clarify expectations, facilitate transparent grading, improve self-regulation, and increase learning outcomes. This paper explores the use and impact of grading rubrics from the perspective of prospective teachers, reviewing literature, research, and a survey. The survey was done with 400 prospective teachers from 4 universities in Lahore, and each of them filled out a questionnaire about their thoughts and experiences with rubrics.The findings of this survey are included in the paper as well. This work contributes to the existing body of research on the use of rubrics in education by giving a detailed and critical evaluation of the research that has already been conducted, as well as by presenting fresh empirical data from the viewpoint of prospective teachers, thus intending to stimulate more research and practice on grading rubrics in the field of education.

This paper looks at how the language policy and planning (LPP) is affected by the globalization, with references on national and regional language policies and education. The study examines three policy situations through a conceptual, comparative, qualitative case study, which includes English-media expansion, official multilingualism and decentralized regional autonomy. The data was collected by reviewing policy documents, policy elites interviews, interviews with school administrators, interviews with teachers, classroom observations, and student/parent focus groups. The results indicate that such global tendencies as the Englishization, the increase of mobility, and digital language use influence policy discourse. Nonetheless, implementation is influenced by such challenges as lack of teacher training, resources to regional languages and mismatched assessment. Such informal multilingual practices as code-switching sprouted in classrooms. The research proposes a combination of planning, teacher training, and resource allocation in order to support equitable LPP and linguistic justice in the environment of globalization-related reforms.