Teachers’ mental health not only increases their efficiency, professional growth and development but also their effects their personality. Punjab education department established Monitoring education authorities to improve quality of education by monitoring quality indicators. Monitoring practices of Education Assistants may affect the mental health of teachers on their workplaces which culminate in low performance. The objective of this study was to determine effect of monitoring education authorities’ practices on school teachers’ mental health. 300 elementary school teachers were selected for data collection through cluster sampling technique in District Sheikhpura. Data collection was done through survey questionnaire with 17 statements. Findings revealed that a significant correlation between teachers’ performance and motivational techniques used by their heads. A pilot study was conducted to validate cronbach's alpha 0.86 which statistically significant. Furthermore, following practices of Monitoring education authorities are effecting mental health index .On the bases of these findings that it is recommended that the government might give training to MEAs for improving their behaviours during their visits in schools.
The research was conducted to find out the effect of school leadership development programs on the performance of secondary school heads. The major objectives of this study were to investigate the effectiveness of the school leadership development program on the professional and administrative development of secondary school heads. The study was qualitative in nature. The population of this study comprised all the heads of secondary schools in Pak pattan. Thus, all the headteachers of male and female public secondary schools were selected as a sample from each selected tehsil. For the purpose of qualitative data collection, ten senior teachers of secondary schools who were acting as the vice of the heads were taken as the sample. A structured interview was developed for data collection. The research recommended expanding the circle of the school leadership development program to the other school heads particularly the newly upgraded schools for the betterment of the whole public education sector.The study recommended planning and designing further training for those having less expertise and skill in the disciplines of service rules and information technology.
The study was exploring the relationship between achievement goal with teachers’ qualifications at work engagement and organizational commitment. Correlation research design was adopted along with quantitative approach. Participants of the study were selected from universities located in central Punjab from two districts (Lahore and Faisalabad). Sample of the current study was taken 159 public and private university teachers through stratified sampling technique. Pearson r, one-way ANOVA was used to analyse the data. The findings of the study indicated that there was a moderate positive correlation between male and female teachers qualification. Qualification wise difference was existed between public and private university teachers regarding work engagement and organizational commitment in terms of their qualification was found.
Physical and emotional violence has become a serious problem in schools. Teachers are important part of the whole education system, therefore, their insights into school violence are essential to understand the problem. This study aimed to investigate the teachers’ perceptions about the effect of physical and emotional violence on students’ academic performance. A causal-comparative research design based on a cross-sectional survey was used. A self-developed and validated questionnaire was used to measure the level of teachers’ perceptions about physical and emotional violence and its effect on students’ academic performance. The reliability index (Cronbach’s alpha) of the questionnaire was 0.92. All the teachers of the public high schools of Lahore city were the population of the study. A sample of 300 teachers was taken through simple random sampling technique. Data were analyzed by applying descriptive and inferential statistics. The results revealed that teachers thought that many practices related to emotional and physical violence had positive effects on students’ performance. Majority of the teachers responded that they had to use many of the practices in order to put students’ attention towards their learning which ultimately improved their performance. Result of correlation analysis also confirmed that teachers’ practices related to physical and emotional violence were positively associated with students’ academic performance. It was also found that the physical and emotional violence was a significant predictor of students’ academic performance. On the basis of these results, it is recommended that school education department should conduct seminars and training workshops to educate teachers about negative effects of violent practices they are using to improve students’ performance. Keywords: Emotional violence, physical violence, academic performance Physical and emotional violence has become a serious problem in schools. Teachers are important part of the whole education system, therefore, their insights into school violence are essential to understand the problem. This study aimed to investigate the teachers’ perceptions about the effect of physical and emotional violence on students’ academic performance. A causal-comparative research design based on a cross-sectional survey was used. A self-developed and validated questionnaire was used to measure the level of teachers’ perceptions about physical and emotional violence and its effect on students’ academic performance. The reliability index (Cronbach’s alpha) of the questionnaire was 0.92. All the teachers of the public high schools of Lahore city were the population of the study. A sample of 300 teachers was taken through simple random sampling technique. Data were analyzed by applying descriptive and inferential statistics. The results revealed that teachers thought that many practices related to emotional and physical violence had positive effects on students’ performance. Majority of the teachers responded that they had to use many of the practices in order to put students’ attention towards their learning which ultimately improved their performance. Result of correlation analysis also confirmed that teachers’ practices related to physical and emotional violence were positively associated with students’ academic performance. It was also found that the physical and emotional violence was a significant predictor of students’ academic performance. On the basis of these results, it is recommended that school education department should conduct seminars and training workshops to educate teachers about negative effects of violent practices they are using to improve students’ performance.
Present study was aimed to explore relationship between work-family-conflict and job satisfaction of female faculty of private universities of Lahore city. Study was quantitative in nature. Correlation research design was used to find out “relationship between work-family-conflict and job satisfaction of female faculty of private universities of Lahore city.” Population was comprised of all the female private universities of Lahore. Sample was consisted of 450 female private university teachers of Lahore. Descriptive and inferential statistics were applied to analyse the data. Findings of the study indicated that there was significant strong positive correlation existed between work-family-conflict and job satisfaction among university teachers. A significant mean difference was found between work-family-conflict and job satisfaction in terms of their gender, age and experience. It is recommended that work-family-conflict at workplace should be managed for teachers’ job satisfaction in private universities.
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