Leadership is the art of motivating a group of individuals to do tasks in achieving desired goals. The leader is a source of inspiration for workers. The purpose of the study was to examine the school leadership effectiveness at the secondary level in Punjab. The study was quantitative in nature and survey design was used. Three hundred principals, headmasters and headmistresses of secondary schools of districts Hafiz Abad and Sargodha were the samples of the study. For data collection, an instrument that was based on three factors i.e. anticipation, alignment and action was used. Five educational experts ensured the validity of the instrument and the Cronbach Alpha reliability coefficient value was 0.86. Mean, Standard Deviation, and independent sample t-tests were applied for analysis.The findings of the study revealed that there was a significant difference between male and female heads in school leadership effectiveness. Male leaders were better in school leadership effectiveness as compared to female leaders. Training is recommended for female leaders.

The objective of the study was to look into the inner and outer lives of rural people from the standpoint of their education and socioeconomic status. It was investigated why rural students could not continue their education after elementary school. The study was exploratory in nature and qualitative approach was applied. The purposive sampling technique was applied to select fifteen participants. A semi-structured interview was conducted to collect data from ten participants. The collected data were analyzed after the themes of the respondents’ responses were determined. Findings of the study revealed that rural people were also willing to get education but their outer world was not supportive. The findings revealed that rural people have dreams of getting higher education, but they were lacking better facilities for it. They could not afford finances to move to big cities to acquire higher education.

A country's development is inextricably linked to its education, and education is inextricably linked to early childhood education. Early childhood learners' conceptual and logical thinking is one of the standards' main themes. It's important to look into teachers' classroom practices and how they affect preschoolers' thinking. It's also vital to see if teachers' classroom practices are effectively linked to learners' need for conceptual and logical thinking, therefore the study's goal was to assess the effect of teachers' classroom practices as indicated in the National Minimum Standards. The study's population consisted of two groups: early childhood school students and teachers from schools in Punjab that have ECE classrooms. The study employed a casual comparative research design. 300 learners and 30 teachers were chosen from 30 schools in Punjab province. Two instruments were used to collect data on two variables. To determine learners' conceptual thinking and logical thinking, an activity-based test based on the National Minimum Standards for thinking of preschool learners was developed. Teachers' data on their classroom practices for learners' thinking was also collected. The data also show that when it comes to learning, rural and urban students are completely different in the phase of thinking.