This study is intended to investigate the relationship and effect of principal leadership styles on teacher job performance at public secondary schools in Faisalabad city, Punjab, Pakistan. Given a correlational design purpose, data were assembled by drawing a sample of 102 principals and 512 teachers through self-administered questionnaires. The first instrument titled “Questionnaire for Principal Leadership Style” (QPLS) comprises three subscales, all reflecting a high degree of internal consistency, namely, autocratic leadership (α = 0.832), democratic leadership (α = 0.759), and laissez-faire leadership (α = 0.852). The second tool, Questionnaire for Teacher Job Performance (QTJP), also indicates good reliability (α = 0.813). Regarding the verification of the research questions and hypotheses, percentages, multiple regression, and Pearson's correlation coefficient were subsequently performed at the significance level of p < 0.05. As the findings attest, 59.3% of the variation in teacher job performance was statistically explained as the result of shared involvement of principal autocratic, democratic, and laissez-faire leadership styles. The results also revealed that the autocratic leadership constituted the largely exercised style, significantly exerting a strong and positive impact on teacher job performance, while the impact of laissez-faire leadership style was either problematic or unhelpful. Ultimately, the findings suggest that the principals under study should leverage a wise integration of leadership styles according to specific circumstances of their respective schools.

The global community has faced significant challenges in the twenty-first century, such as COVID-19, which have led to uncertainty about the survival of current and future generations. Educating the next generation of employers and leaders is the primary goal of educational institutions, particularly in higher education. Education promotes sustainable development (SD) when learners acquire ethics, abilities, and skills that assist them in affecting positive changes in themselves and their communities. Policies, projects, and investments that benefit society today while protecting the environment, human health, and social well-being in the future are considered SD. This study aimed to develop our understanding of how to promote SD in Pakistani higher education institutions (HEIs) by finding out students’ perceptions about their institutions’ commitment to SDGs and SD. The data for this quantitative-descriptive study were gathered through an online survey. The study involved 1109 students from ten Pakistani HEIs. The study results show that SD has become an essential issue in the present era. In students’ perceptions, HEIs should give more training on sustainable development goals. Furthermore, students’ self-declared statements indicated that most have sustainable habits and behaviors. Students of different genders had different sustainability behaviors and habits. Students are less likely to participate in environmental or higher education organizations supporting sustainable development. HEIs and stakeholders in Pakistan and worldwide are still needed to participate actively and engage in improving education for SD.

Various consequences of social networks in virtual space are expanding as a new phenomenon in Islamic societies in line with other societies. Social science thinkers point to the two-sided role of the Internet and virtual space in economic, cultural and religious development. Humans need to communicate collectively based on their inherent nature. The media and means of mass communication, which had a slow growth in the past, have faced significant changes in the present era, in such a way that the present age is called the age of information and communication. At such a time when virtual space and social networks have turned the world into a small village and people with different cultures and beliefs are connected with each other, the issues of children’s education (especially in Islamic societies where the focus is on Islamic education) has faced the challenge, what is important for parents in this age is to get familiar with the basics of education and to pay attention to the educational challenges of social networks in the virtual space. One of the necessities of the era of information and communication in Islamic societies is the need for education in accordance with religious teachings that prepares people to face the changing and unpredictable challenges of life. New media are accused of creating new challenges in life from two perspectives. On the one hand, the media are competitors of educational activities in the field of education, and on the other hand, they are considered to be the foundation of many new challenges. In addition, it is worth mentioning that the religious teachings that form the basis of Islamic governments are the answer to all the problems of the human society and its requirements in every age.Contribution: This research presents the effectiveness of religious teachings (Qur’an, Sunnah and Hadiths) as the best sources of Islamic education, which can be used in the cultural policy of virtual space and raise the level of awareness of families and individuals in knowing the points of threat and opportunity in the virtual space.

The current study used a drama technique to teach a speaking course to second-level English Department students. The primary goal of language learning is to be able to communicate effectively in the target language with excellent self-confidence. The research was conducted using an action research methodology within a qualitative research framework. A total of   30 second-year undergraduate students at the proposed institution participated in the research as sample. Observation, interview, audio-video recordings, and researcher diary were used to collect data. Content analysis was used to examine the information gathered. Results of the study revealed that using drama technique to teach English as a foreign language has a substantial impact on the acquisition of fluent speaking abilities and results in beneficial improvements in the target audience's communication skills.   Keywords: drama technique; English language; EFL classroom; self-confidence; speaking proficiency

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