Schools Of Punjab Research Articles

Too much work frustrates me! A mediation model of career-related outcomes of work overload

PurposeWork overload implies that there are excessive work demands that cannot be adequately fulfilled within the given deadlines. This research examines the effect of work overload on career outcomes, i.e. career satisfaction and occupational commitment through the mediating role of work frustration.Design/methodology/approachThe data were collected from employees working in the schools of Punjab, Pakistan in three waves. Out of the total, 248 valid responses were analyzed by PROCESS model 4 using SPSS 24.FindingsBased on affective event theory (AET) the results demonstrated that negative workplace events such as work overload create negative emotions like frustration at work and cause poor job outcomes (i.e. low satisfaction and commitment).Research limitations/implicationsHowever, the outcomes should be interpreted in the light of single sector and time-lagged data tested on the mediation-only model.Practical implicationsThe current study has implications for workload management in school staff to retain their career satisfaction and commitment.Social implicationsThis study has implications for society by offering to enhance the career outcomes of school staff that are prime institutions for socio-economic development.Originality/valueThis is one of the initial research studies that have examined the career-related outcomes of work overload based on AET via the mediating role of work frustration.

Identification of Academic Challenges regarding School Environment to Promote Academic Quality at Workers' Welfare Schools in Punjab, Pakistan

Identification of Academic Challenges regarding School Environment to Promote Academic Quality at Workers' Welfare Schools in Punjab, Pakistan

Effectiveness of Monitoring and Evaluation System in Improving Educational Facilities at Secondary School Level in Punjab (Pakistan)

The focus of this study is to analyze the effectiveness of monitoring and evaluation system in improving educational facilities at secondary school level in Punjab. The study employed a survey design to assess the effectiveness of the monitoring system in enhancing the missing facilities in secondary schools in Punjab. The population of the study consisted of both male and female principals, headteachers, SSTs, PSTs, MEAs, CEOs, DEOs, and DMOs of public secondary schools in Punjab. The study was limited to the secondary schools of the Punjab government. For sampling, districts of Punjab were chosen from three regions of Punjab: Rahim Yar Khan, Faisalabad, and Rawalpindi. The study was descriptive and quantitative, as well as qualitative (QUAN-qual). The researcher randomly selected a sample from urban and rural schools using stratified random sampling, resulting in a four hundred and twenty-nine-sample size. This study investigates the effectiveness of the monitoring and evaluation system in addressing missing facilities in secondary-level institutions. The study found that the government's monitoring system, although continuously updating the condition of basic facilities, does not accurately reflect the actual needs of schools for better infrastructure. The lack of resources affects motivation to perform better, and improvements in the system are needed. Further research is recommended to further improve the system.

Exploring ESL Teachers’ Perceptions About In-Service Training To Teach Single National Curriculum In Pakistan

This study examines the effectiveness of in-service teacher training programmes in Pakistan, particularly in implementing the Single National Curriculum (SNC) 2020 for English. Employing a qualitative research design, data was collected through semi-structured interviews with Primary School Teachers (PSTs) teaching English in government schools of Punjab. As per the findings, the online mode of SNC training is found to be ineffective, with teachers expressing a preference for face-to-face training that involves practical demonstrations. Furthermore, [1]issues such as inadequate planning, lack of learning resources, and disparities between the curriculum and actual classroom conditions were highlighted. ESL teachers also reported challenges linked with the socio-economic background of students and poor infrastructure in schools, particularly in rural areas. The study highlights the need for enhanced teacher training programmes that incorporate practical, hands-on experiences and address context-specific challenges. Recommendations include conducting face-to-face training sessions, providing learning materials, recruiting competent trainers, and improving school infrastructure. The findings underscore the pivotal role of teacher training in the successful implementation of educational innovations, suggesting that ongoing and sustained professional development is necessary to facilitate teachers in applying new curricular practices effectively.

Inclusive Education and Rehabilitation of Students with Neurological and Developmental Disabilities: A Case of Pakistani Schools- Community Collaboration

The study was carried out to explore the nature of collaboration between the schools of students with neurological and developmental disabilities(SWNDDs)and the community institutions including family, health, general education, and social welfare. The study is carried out through a quantitative survey. The population of the study was teachers, and the parents of students with neurological and developmental disabilities studying in different schools in Punjab. A total number of 100 teachers (both male and female) and 31 parents(Mothers & fathers ) were selected through a simple random sampling technique. Two structured questionnaires, one for teachers and one for parents, were used to collect the data. Each questionnaire consisted of two sections; demographic information and close-ended statements. The validity of the questionnaires was estimated from experts in special education. The reliability of the questionnaires was .83 and .80(Cronbach’s Alpha). The data analysis shows that schools had a low level of collaboration with health and social welfare departments but a moderate level of collaboration with regular education and families of students with NDDs.The need for strong and effective school-community collaboration for the welfare and uplift of students with neurological and developmental disabilities and their parents is recommended.

Comparative Analysis About the Performance of Regular and Acting Heads of Secondary Schools in Punjab

Comparative Analysis About the Performance of Regular and Acting Heads of Secondary Schools in Punjab

Identifications of Barriers in Implementation of Digital Technology in Secondary schools of Punjab

The objective of this study was to discuss the benefits of digitization in Pakistani schools. After identifying barriers related with infrastructure, teacher and students, the aim of this study was to encourage students for the tackling of these barriers. As these barriers are main hindrances to get quality education. Quantitative approach was used in the study. Survey method was applied. The accessible population of the study was school teachers from various Public sector schools of Punjab, Pakistan. Convenience sampling technique was used to obtain sample of the study. The sample of the study was 300 school teachers. A questionnaire was developed for the collection of data. The validity of the questionnaire was obtained through expert opinion while reliability was obtained through cronbach alpha. The alpha value was .75. Descriptive statistical techniques were used for data analysis. The findings of the study were that key barriers in implementation of digital technology include inadequate infrastructure, limited access to technology, insufficient teacher training, resistance to change, concerns about privacy and security, and disparities in digital literacy among students. Furthermore, the research delves into the socio-economic, cultural, and policy-related factors that contribute to the complexity of these barriers. It also investigates potential strategies and solutions to overcome these obstacles, emphasizing the importance of collaborative efforts between stakeholders, policy-makers, educators, and technology developers. The findings of this study contribute to the ongoing discourse on technology in education and provide valuable insights for creating more inclusive, effective, and sustainable digital learning environments.

Oral Hygiene Practices of Rural and Urban School Going Children in Punjab

Abstract: Background: The early years of life are essential for establishing a solid foundation for oral and dental health. Children with poor oral and systemic health typically have poor dietary habits and insufficient oral hygiene practices, particularly brushing. Objective: To assess and compare the oral hygiene practices of rural and urban school-going children in Punjab. Materials and Methods: This cross-sectional study was conducted from September 2021 to August 2022, after the approval of IRB, among five urban and five rural schools in Punjab using an interview-administered survey tool through purposive sampling of 600 students. The questionnaire was developed by the authors and validated using face validity. The data were stored and analyzed using IBM SPSS version 23. Result: A total of 650 students were approached; out of them, 600 responded. Almost one-third of them had the habit of brushing twice daily (27%), whereas most were brushing once daily (65.4%). The rural school children used miswak, manjan, and their finger more significantly; however, toothpaste was the major agent for cleaning teeth (89.4%). The urban school children were using toothbrushes more significantly. Rural school children more frequently used Miswak and finger. Urban schoolchildren often brushed at night, whereas no difference was reported between morning and nighttime. Conclusion: Most urban school children were using toothbrushes and toothpaste. The use of miswak and manjan was more common in rural areas. The most common time for brushing was morning and night. Rural areas need to have access to oral health education and subsidized toothpaste and toothbrushes.

Leadership Practices of Head Teachers: Primary School Teachers’ Perspective in Public Schools of Punjab

Effective leadership of head teachers shapes teacher attitudes and school organizational outcomes. This quantitative descriptive research aimed to find out the head teachers’ leadership practices perceived by the primary school teachers. There were selected 150 participants through a random sampling technique from public schools. A five-point Likert scale questionnaire was self-developed keeping in view the previous literature and experts’ perspectives. The questionnaire was focused on supportiveness, maintaining standards, communication capabilities, and instructional leadership. Data was analyzed through the SPSS 20 version. According to the findings of the study, teachers’ perceived positive regarding coordinating policy, classroom helpfulness, resource provision, relationship building, and confident interaction. There were 70-80% of the respondents who agreed about head teachers’ strengths for monitoring performance, motivation, decision making, shaping direction, and enabling autonomy. Low disagreement levels indicated teachers perceive head teachers as demonstrating competence across diverse leadership competencies. Highest rated areas and lowest regarding managing stress showed public sector heads capably transform restrictive bureaucracies through prioritizing secure environments, and communications, and upholding high instructional expectations enabling performance. Statistically, teachers had decidedly positive perspectives on headteacher leadership practices. Practical recommendations include sustaining areas with already high agreement, improving emotional support, increasing staff participation, enacting distributed leadership, enhancing recognition, and ensuring adequate time for core instructional leadership oversight by assessing administrative burdens on public school heads.

Teachers’ and students’ perception of effectiveness of english textbook grade VIII in Public Schools in Pakistan in digital era

English language is one of the mostly used languages across the world for communication as well as academic purpose. English subject is taught as compulsory from primary to bachelor level in Pakistan. Textbook is used as a teaching and learning resource for teaching English. Evaluation of textbooks remains a pertinent task in curriculum studies. The present study was aimed at evaluating the grade VIII English textbook used in public sector schools of Punjab (Pakistan). A mixed methods approach was used to seek perceptions of 24 teachers and 240 students about the textbook on specifically designed instruments of interview and close-ended questionnaires, respectively. Thematic analysis for interviews and descriptive analysis for questionnaire were carried out on the data. Keys findings included positive remarks on some of the aspects of the textbooks and few suggestions on improving the textbook on a few aspects regarding making the content interesting through including topics consisting of daily use and creative activities. Study presents results and recommendations for policy makers to incorporate in revised versions of the textbook.

Barriers to the Digital Game-Based learning at Secondary level In Punjab: Perceptions of Pre-Service Teachers

Teachers’ main aim is to make the students learn with interest by adding daily life activities and examples to get long-lasting effects on their learning. Introducing digital games in the classroom is a new innovative approach that makes it easy for students to learn new skills and knowledge. However, teachers are not frequently using this approach in their classrooms. The present quantitative descriptive study has explored the barriers that hinder teachers from using digital game-based learning approaches. Pre-service teacher perceptions were sought in the teacher training colleges, i.e., district campuses of Quaid-i-Azam Academy for Educational Development in Punjab. After checking its validity and reliability, a self-constructed closed-ended online questionnaire was used for data collection. The alpha value of the questionnaire was .825. All the pre-service teachers studying in the district campuses of Quaid-i-Azam Academy for Educational Development, Punjab were the population of the study. The online survey remained open for about one month, and 384 responses were received from pre-service teachers throughout the Punjab province. Data were collected based on five-point Likert type scale. Collected data was put into SPSS (Statistical Package for Social Sciences) version 25 and descriptive and inferential statistics were applied to get the study results. Major findings include that availability of insufficient resources, teachers’ lack of skills and use of digital tools, and difficulties in managing technology in the classroom are the main barriers to implementing digital game-based learning in the public secondary schools of Punjab. The study benefits stakeholders, policymakers, and decision-makers and has added new knowledge in education.

Role of museums as a resource in learning of history at elementary level

The purpose of this research was to highlight the importance of museums as a resource in learning history at the elementary level. Museums are institutions used as evidence of historical activities. It was recognized in the 15th century to describe the concept of evidence in a form of a permanent non-profit institute. They reveal the diversity of the culture and society. Museums are the authentic source to interpret historical indications. They are used to educate people about their diversity in cultural traits, science, and history. How the museums are utilized as educational institutions. They preserved the historical happenings to explain the real picture of history. The study targets the role of museums as a resource in learning history at the elementary level. The objective of the study was to explore the academic performance of elementary school students before and after using museums as a resource. The public elementary school students were the population of research. One public school was chosen to conduct the research. The researcher adopted a quantitative approach to collect the parametric data. The research procedure consisted of three phases i.e. planning, development, and implementation phase. One group pretest-posttest design was used to conduct research. The researcher prepared a subject-based test with the help of subject specialists working in the Punjab School Education Department. A pretest was conducted before visiting the museum and a posttest was conducted after visiting the museum. Paired t-test was used to measure the academic performance of the participants. The results of the pretest-posttest indicated that museums can be utilized as a resource in learning history at the elementary level.

Sustainable Development Goal-4 with the Perspective of Public Schools in Punjab

This qualitative study aimed to examine the practical implications of Sustainable Development Goal-4 (SDGs) in public schools of Punjab. SDG-4 targets were analyzed through an educational plan framework (Asghar, 2016). Qualitative Content Analysis (QCA) was deployed to analyze the status of implementation of SDG-4 and key gaps between the settled targets of SDG-4 and initiatives taken by the School Education Department Govt. of Punjab by organizing textual data and producing codes, and themes. Findings revealed that the School Education Department is managing three projects ie. Punjab Human Capital Investment Project (PHCIP), Actions to Strengthen Performance for Inclusive and Responsive Education (ASPIRE), and Transformation in Access, Learning, Equity & Education Management" (TALEEM) funded by World Bank and UNICEF respectively by its attached organization Punjab Monitoring and Implementation Unit-Punjab Education Sector Reforms (PMIU-PESRP). The findings of the present study are very informative as well as useful for researchers, School Education Department, and donor-funded agencies. Key recommendations include continuous teachers training; provision of resources to access quality and inclusive education; targeted interventions and societal awareness for removal of language and gender disparities in order to ensure equal learning opportunities for all.

TEACHERS’ PROFESSIONAL SKILLS AND THEIR CORRESPONDING SCHOOL CLIMATES: A COMPARATIVE ANALYSIS OF PROFESSIONALLY QUALIFIED AND NON-QUALIFIED TEACHERS

This research study gives a comparative analysis of professionally qualified and non-qualified teachers (PNQTs) regarding their professional skills and their relevant school climates. The quantitative, causal-comparative design was suitable to determine professional qualification as a cause of varying school climates. The data was collected from 112 teachers (56 PQT and 56 PNQT) and their 224 students from public schools of Punjab province. One observation sheet to measure teachers’ professional skills and one questionnaire on the Likert scale were developed to measure school climates. The observation sheet was derived from National Professional Standards for Teachers (NPSTs) in Pakistan and school climate was based on four domains given by Wang and Degol (2016). These instruments were validated by calculating CVI and reliability was ensured to greater than 0.7 Cronbach Alpha. Descriptive (Mean, SD) and inferential statistics (t-test and correlation) were employed for data analysis. The results revealed PQTs exhibit better skills under seven delimited standards of NPSTs including subject matter knowledge, human growth and development, Islamic and ethical practice, instructional planning, assessment, learning environment, and collaboration in schools than PNQTs. However, diversity has been found in the skills and school climates of PNQTs indicating a varying effect of professional qualification. There is enough empirical evidence that professional education may be a pre-requisite for teachers’ appointments in Punjab School Education Department.

Comparative Study of School Discipline and Environment Regarding Student Personality : A Case Study of Governments Schools in Punjab, Pakistan

This study explores the intricate interactions that exist between learning parameters, student personality development, and school discipline in government schools located across the Punjab, Pakistan. With a case study approach, the research uses a mixedmethods technique to investigate in detail the formal and informal components of disciplinary actions as well as the educational environments that shape students personalities. In an effort to clarify the nuances of disciplinary strategies, the study examines both official disciplinary regulations and routines in government schools. It also explores the many aspects of the educational setting, such as extracurricular engagement, teacher-student relationships and interactions in the classroom. Through the use of psychological frameworks, the study seeks to evaluate the impact of various instructional strategies and disciplinary settings on student’s personalities, including resilience, self-worth and social skills. It is anticipated that the results of this comparison study would provide important new perspectives on the situation of classroom management and learning environments in Punjab government schools at the moment. Moreover, the study provides actionable suggestions to improve the effectiveness of disciplinary tactics and encourage supportive learning environments that support the development of students' whole personalities. This study has consequences that go beyond the local environment, giving rise to evidence-based practices and policies in education that may be implemented in a variety of contexts. The results of this study are intended to provide complex understandings that are relevant not just to Punjab but also to guide educational policies and practices in many international contexts.

Investigating the Attitude of School Teachers Towards Teaching of Nazra-E-Quran in Primary Schools of Punjab

The primary focus of the study was to find out "The Attitude of Primary School Teachers towards the Teaching of the Nazra Quran in District Pakpattan. In order to derive the objectives of the descriptive study method of research was used. The relevant data for this research was collected by using a quantitative method. The researcher used a self-developed questionnaire. Research experts checked the tool's validity at the university, and it was also checked through a pilot study. The reliability of the tool was checked by cronbach alpha. The population of the study was the primary school teachers of District Pakpattan. This study used a multi-phase sampling technique. In first phase school were selected randomly, and then a convenient sampling technique was used to select the teachers. The researcher got the data personally by visiting different schools. The data was gathered for this study from 300 primary school teachers. The collected data were analyzed on SPSS 22 using frequencies, mean, standard deviation, t-test, and cross-tabulation. The results of this study revealed that most teachers have a positive attitude towards Nazra Quran because most teachers have taken the training in Nazra Quran. They have already experienced the Nazra Quran's teachings. The majority of the teachers have the opinion that training in the Nazra Quran is necessary for all primary school teachers. There is less time to manage the teaching of the Nazra Quran in one period. It was recommended that training in Nazra Quran is compulsory for all the teachers, and the proper time is given to the Nazra Quran in classes, there must be an appointed religious teacher.

Machiavellianism in Relation to Achievement Motivation among Secondary School Students

The study examined machiavellianism in relation to achievement motivation among secondary school students. The 294 students were selected on the basis of convenient and volunteer sampling from 05 selected schools of Punjab. Two-way Analysis of variance was used to study main and interaction effect. The interaction effect of achievement motivation with Gender on machiavellianism and its dimensions viz. immorality, manipulation, distrust, desire for wealth and power among secondary school students. The results revealed that significant gender difference were found in machiavellianism, and its dimensions i.e. manipulation and distrust; but no significant gender difference were found in dimensions of machiavellianism i.e. immorality and desire for wealth and power. The mean score of female secondary school students are higher than mean score of male secondary school students. Also, the significant interaction effect of achievement motivation with gender was found only in manipulation dimension of machiavellianism, but no significant interaction effect of achievement motivation with gender was found in machiavellianism and its dimensions viz. immorality, distrust, desire for wealth and power among secondary school students. On the basis of findings, it is suggested that the teachers of the school should inculcate the moral qualities such as honesty, truthfulness and compassion among the secondary students. The secondary school teacher should not use harsh criticism for any misconduct (cheating, tell lie, manipulation) of secondary school students and help them to realize their mistake and take promise not to repeat it in near future. There is need to replace the machiavellian attitude with emotional stability so teachers should treat students with love and care so as to strengthen emotional stability in students. The secondary school teachers must focus on importance of hard work, self-learning and life-long learning as compared to believing in luck/fate only.

Validation of Teacher Self-Efficacy for Moral Education Scale in the Indian Context

The researcher validated Teacher Self Efficacy for Moral Education (TSEME) scale developed initially by Narvaez et al. (2008), in Australia, in the Indian context. Four hundred teachers teaching moral education to middle school students from 17 elite schools in Punjab and Haryana, states of India, were the sample subjects of the study. The two dimensions of Teacher efficacy for Character education, namely personal and general efficacy, with their Cronbach’s alpha being 0.87 in the Indian context, were extracted. The model was tested for the goodness of fit using the IBM SPSS AMOS Version 23. The estimates like TLI, CFI, CMIN/DF, and RMSEA were seen to satisfy the benchmark values. The result indicated that the tool could be administered in the intended population in the Indian context.

Unveiling Gender Biases: A Critical Analysis of Gender Representation in ESL Textbooks Prescribed by Punjab Textbook Board

This research gives an overview of the existing gender differences prevalent in our society by exemplifying how even our educational textbooks are not devoid of these dissimilarities. The goal of the study is to thoroughly compare the representations of both genders in the two textbooks of Punjab used for classes i.e. 4th and 5th. The study aims to investigate how the women are treated differently in the ESL Textbooks taught in primary sections of the schools of Punjab. It evaluates the reasons of why the women are treated stereotypically in the same books. Through content analysis, the results indicated that both textbooks had a gender-biased approach. Simultaneously, it discovered somewhat fixed attitudes on characteristics, professions, and activities appropriate for individuals of both sexes. The findings also confirmed the reality that women, in the textbooks are not described as valuable as men. The recommendations have also been offered at the end of this study on the basis of findings in order to accentuate the need to revisit the material in ESL textbooks prescribed by Punjab Textbook Board that would contribute to the improvement of the English textbooks in order to curb the effects of existing stereotyping material.

An international perception for physical education in Punjab schools

An international perception for physical education in Punjab schools