School is a subculture of any society having different educational diversity. This diversity affects on teachers and students achievements; pillars of teaching learning process. Teachers have great concerns towards students’ success. They deliver plethora of information to improve students’ achievements. Present quantitative ex-post-facto research was framed to explore the effect of teachers’ self-efficacy on students’ achievement scores applying multilingual instructions for students’ success on sample of randomly selected 1100 male respondents; 300 secondary school teachers and 800 students of District Kasur, of Lahore Division. Data from teachers were collected by administering long form of Teachers’ Self-Efficacy Scale whereas students’ achievement scores were obtained from annual gazette notification of Board of Intermediate and Secondary Education, Lahore. Cronbach’s Alpha Score was applied to confirm instrument’s reliability .851. Normality of the data were confirmed by calculating Shapiro-Wilk’s test. Findings of regression analysis depict that overall teachers’ self-efficacy has affected 65 % whereas students’ engagement 59 %, educational strategies 60 %, classroom management 59 % and teachers’ medium of education has affected 30 % on students’ achievement scores. Present research recommends that Government structure teachers’ self-efficacious believes through providing training, conducting workshops before joining teaching professions and ensuring certificates; once teachers’ confidence structure, less possible to alter to obtained desired achievements during teaching learning process. Furthermore, it is dire need to implement single medium of instructions; English / Urdu in public sector secondary schools of Punjab as bilingual medium of education have been remaining one of the barrier that lead students towards poor achievements. Keywords: achievement scores, classroom management, instructional strategies, education medium, secondary level, self-efficacy, students’ engagement.

Technology plants concrete effects on the supremacy of humans' technological success that have been remaining awe-inspiring aspects for stakeholders; teachers and students since last eras. Teachers make students technologically literate, reshape their hidden potential, skill them through modern gadgets, help in understanding and evaluating their functions applying technological and engineering standards for goal achievements. Present research was conducted to explore the effect of teachers’ technological literacy on students’ academic success occurs in vibrant environment on conveniently selected sample of 200 teachers working in public and private universities of district Lahore. Researchers administered a self-developed survey to collect data from teachers. Content validity of questionnaire was ensured from experts and reliability was confirmed by calculating Cronbach’s Alpha Scores .821. Normality of the data was assured by calculating Shapiro-Wilk’s test, ¬ n < 2000, p > .05. Students’ academic success was measured through acquiring achievement scores, obtained from concerned university offices ensuring ethical considerations, as in data collections. Results of independent samples t-test and regression analysis ascertained no significant difference between usage of technological literacy by teachers’ gender and university type; male teachers working in public and private universities have same usage of technological literacy as compared to female teachers. Moreover, teachers’ technological literacy affect 43% on students’ academic success occurs in vibrant learning environment. On the basis of results, research recommends that universities may established digital lab ensuring vibrant environment and hire technologically literate staff providing fringe benefits to meet 21st century technological literacy demands for students’ success. Keywords: digital citizenship, students’ achievement scores, technological literacy, technological concepts, vibrant environment

Authors' Contributions AHF presented the main idea of research. FA arranged the funding and supervised the research. MH did statistical analysis. LZF conducted lab work.

We examine and compare the performance of 63 (21 Islamic and 42 conventional) GCC banks at two tiers, covering the period of 2010–2016. In the first tier, an industry-level analysis is conducted of each country, followed by an individual bank-level analysis in the second tier. Deposits, assets, and capital are taken as inputs to measure the outputs using data envelopment analysis techniques. At the industry level, we find that Islamic banking is at par with-if not better than-conventional banking in all terms of efficiency. Particularly, banking in Bahrain and KSA is among the best, whereas there is no scope for improvement in the UAE’s banking industry. This low performance could be attributed to a lack of standardization in products and schemes as well as the level of prudence in decision-making, governance, and operations. At the bank level, many Islamic banks perform even better than conventional banks. Most studies on GCC and MENA focus on the determinants and indicators of development and the banking industry growth in general. Uniquely, we further examine GCC banking performance at the individual bank level by incorporating the latest available data.

Irony of humans' resiliencies to grasp life achievements has been remaining one of the important debates since long ago. Controversy prolongs when few report it destiny, whereas remaining claim individual's endless effort. Origin of social learning theory stoppage caused entire debate and declared that teachers' psychological attribute; locus of control is a key construct that actively affects students' success / failure. Present research was conducted to explore the effect of teachers' locus of control on students' achievement scores in facing diverse socioeconomic status enrolled in public sector secondary schools of District Kasur; Punjab-Province. Researchers followed quantitative research adopting ex-post-facto design to investigate a burning dilemma on the sample of conveniently selected 1100 respondents. After ensuring ethical considerations from the respondents, researchers collected data from teachers through administering Rose and Medway (1981) Teacher Locus of Control Scale after obtaining unfettered and unrestricted permissions from the authors. Researchers obtained students' achievement scores and their family socioeconomic status from parents, teachers and head teachers respectively. Researchers' pilot tested scale on the sample of 100 respondents to confirm Cronbach's Alpha reliability statistics is .850. Results of regression analysis reported that teachers' locus of control has affected 66%, teachers' demographic variables 84.30% and parental socioeconomic status have affected 74.70% of students' achievement scores. Research recommends that Govt. provide in-service training to secondary school teachers on their neglected psychological attribute; locus of control that confirms worth-seeing importance in obtaining students' achievement scores and grants monthly stipend to passed ninth grade students having 85% marks in annual examinations focusing their parental socioeconomic status.