Chitosan (CS) and polyurethane-chitosan (PU-CS) nano-particles (NPs) were prepared for the core formation by complex coacervation method whereas alginate (ALG) and PU-ALG were crosslinked by ionic gelation method to form the protective shelllayer over the core. Effects of PU incorporation either within the core or shell or both were investigated by different in vitro and in vivo parameters. Fourier transform infrared (FTIR) spectroscopy of different compositions of nano-particles showed distinct characteristic peaks for CS, PU, and ALG, indicating their presence in variable ratios. Significance of polyurethane-incorporated systems towards insulin encapsulation efficiency, swelling parameters, insulin release, and in vivo pharmacological effect were also studied. Particle sizes, zeta potential, morphological analysis, mucoadhesion study, and in vivo acute toxicity studies of these core-shell nanoparticles were also performed. Bioavailability of insulin ranged from 9.04% to 11.6% for polyurethane-incorporated chitosan-alginate core-shell nano-particle formulations which was significantly higher than the insulin bioavailability of basic CS/ALG core-shell nanoparticle system.
Teaching competence refers to the knowledge, skills, attitude, and professional qualities needed to carry out a teacher's duties at the required level. This study's primary objective was to examine how teachers at different school levels were judged to be in terms of perceived teaching competencies. The researcher applied a quantitative survey approach in order to assess the competence of the teachers working in the public schools in the Multan district. A sample of 1009 teachers representing gender and school location was selected using a stratified sampling method. A questionnaire based on Passi and Lalitha's (1994) format was developed to obtain data. Both descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (t-test and ANOVA) were used to analyze the data. The results demonstrated that gender had a significant impact on how competent teachers were evaluated to be. The results showed that teachers' perceived teaching competencies differed significantly depending on their teaching experience and teacher designation. Finally, this study's recommendations were presented for the enhancement and development of teachers’ performance
This study aims to compare the teaching competencies of primary school teachers through academic qualifications. It may be helpful to find out the abilities of the teachers in government primary schools. It may also help the administration for training programs according to present needs. The population of this study comprises headteachers of all high schools (administrating primary section), of both genders of Multan district. There were 119 male head teachers of high schools and 63 female headteachers of high schools. The sample was selected by using cluster sampling and systematic random sampling technique, which resulted in 25 male head teachers of high schools and 25 female headteachers of high schools being included in the sample. For data collection, two questionnaires based on Likert’s Scale about their primary teachers’ competencies, one for highly qualified and one for low qualified teachers were used. The analysis of the data shows that majority of teachers have no such required competencies but highly qualified teachers are better than low qualified teachers. To improve the outcome through developing the competencies of teachers some recommendations are also presented in the last section of the study.
School Heads assume the ultimate obligation of accountability for student Academic excellence and teachers' performance in their institutions. The current Research exploration endeavored to analyze how the different leadership styles of school heads affect the performance of their teachers at public secondary schools in Multan. A descriptive research approach was employed in the current investigation. Data was collected using a questionnaire from a sample of four hundred and nineteen (419), including 187 male and 232 female teachers selected through stratified random sampling from secondary schools in the district of Multan, South Punjab, Pakistan. According to key highlighted observations of the study, Heads practiced all mixed leadership styles according to contextual requirements. However, no statistically significant differences were observed between teachers in terms of their professional and academic backgrounds or on the basis of their teaching experience. Moreover, according to manifested results, teachers' performance varied significantly according to their locations and gender. This study may help identify leadership approaches that inspire and empower teachers, leading to higher levels of productivity and overall job performance. Additionally, it is recommended that training for cultivating leadership styles that positively impact teacher performance be provided in educational institutions.
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