ORCID Profile
0000-0002-4711-8722
Current Organisation
University of Education
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Publisher: MDPI AG
Date: 13-09-2022
Abstract: This study aims to examine the relationship between teacher educators’ technostress, work–family conflict, and life satisfaction while working from home during the COVID-19 pandemic in Pakistan. The s le consists of 292 respondents, 151 (51.7%) male and 141 (48.3%) female teacher educators, who participated in this study. Three scales, the Technostress Scale (TS), Work–Family Conflict Scale (WFCS), and the Life-Satisfaction Scale (LS), were administered to determine the impact of demographic variables (i.e., gender, age, qualification) on teachers’ technostress, work–family conflict, and life satisfaction. The findings of the study suggest a positive correlation of technostress with work–family conflict (r = 381) and life satisfaction (r = 0.449). Moreover, gender differences were found in the variables of technostress (t = −3.506, df = 290, p ≤ 0.05), work–family conflict (t = −2.834, df = 290, p ≤ 0.05), and life satisfaction (t = −2.916, df = 290, p ≤ 0.05). The present research is a baseline study within the context of Pakistan to report the findings in terms of educators’ technostress, keeping balance between work and life, and status of life satisfaction as a result of teaching virtually while working from home during the pandemic.
Publisher: Wiley
Date: 04-08-2021
DOI: 10.1002/BERJ.3761
Abstract: In this article we explore the use of teacher professional standards in an initial teacher education programme and preservice teacher perceptions of their preparedness for teaching using a survey of 54 first‐ and second‐year preservice teachers in a graduate‐entry programme. The survey asked the preservice teachers to respond to 16 questions based on professional standards as well as their knowledge of student learning, professional identity and teaching as a career path. The preservice teachers’ responses were analysed using a mixed methods approach that relied on quantitative methods, but was supplemented by qualitative analysis of short‐answer responses. Our analyses hypothesised about possible links between the preservice teachers’ responses and the extent to which they perceived they were classroom and career ready. The themes of teachers, teaching and student learning are used to present and discuss the results, while the notion of agency as achievement is used to deepen possible understanding about their meaning and implications. We conclude that the preservice teachers appeared to benefit from learning about professional standards throughout their programme but appeared to lack confidence in: engaging professionally with others such as parents/carers setting objectives for all students with different backgrounds and implementing lesson sequences that engage students and promote learning. Most doubted teaching as their future career. Finally, we discuss implications for: adopting standards‐integrated initial teacher education programme approaches preservice and early‐career teacher professional learning needs and future research opportunities, which include using innovative methodologies and conceptual frameworks.
Publisher: Modestum Publishing Ltd
Date: 20-05-2020
DOI: 10.29333/EJMSTE/8290
Publisher: Ani Publishing and Consulting Company
Date: 28-06-2014
Publisher: National Institute of Psychology, Centre of Excellence, Quaid-i-Azam University
Date: 30-06-2021
DOI: 10.33824/PJPR.2021.36.2.15
Abstract: The identity, belongingness to the larger society as well as mental well-being of minorities in Pakistan may have suffered as a result of recent social and political attacks on Christians. The present study was aimed at finding and comparing various aspects of identity (i.e., personal, social, relational, and collective) and mental well-being among adolescents from the majority (Muslims) and minority (Christian) religious groups of Lahore district in Pakistan. The study hypothesized that adolescents of religious minorities would have a lower level of sense of aspects of identity than their dominant counterparts. The s le comprised of 414 male and female students (Muslim = 225, Christian =189) with an age range from 13 to 18years, drawn from two Muslim and two Christian schools. Data was collected using the Aspects of Identity Questionnaire (Cheek & Briggs, 2013), and Warwick–Edinburgh Mental Well-being Scale (Tennant et al., 2007). Results indicated a significant difference in the level of awareness of aspects of identity as well as well-being between majority and minority adolescents. Furthermore, within the majority group, there was also a significant gender difference in social identity and mental well-being with Muslim boys scoring higher than Muslim girls on these variables. Implications of the study are discussed.
Publisher: Wiley
Date: 15-05-2015
Publisher: MDPI AG
Date: 16-07-2021
Abstract: Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to address corruption and a fair allocation of teachers in public schools. However, the policy has implications for teacher mobility. This paper presents survey findings on teacher mobility patterns in public schools in Punjab, Pakistan, examining the extent and determinants of mobility in comparison with teachers in private schools. In the survey, 1002 in-service teachers participated, and 46% reported changing school at least once during their teaching career. The findings show that teachers who changed schools in their early career, with an average of two years of teaching experience, gained higher salary benefits by changing schools compared to experienced teachers, with an average of 14 years of teaching experience, who never changed schools. In comparison with early career teachers, experienced teachers who never changed school had lower salaries but higher satisfaction with life in general and with the school as their workplace. The most common reasons for changing school were lack of teaching resources, difficulty in commuting to school, unmanageable student–teacher ratio, and no chance of promotion in their teaching career. Teacher mobility was slightly higher in public schools compared to private schools, despite implementation of a merit-based transfer policy. A binary logistic regression model was constructed with the outcome of teacher mobility (or not), with a base figure of 54%. By adding gender, marital status, school type, length of teaching experience, and teachers’ satisfaction, the model increased correct predictions to 62%. Teacher salary and teaching workload did not explain any variation in the model. These findings have implications for teacher transfer policy in public schools and lessons for private schools to retain teachers by offering longer contracts and reliable pension schemes. Policymakers must consider facilitating teachers’ satisfaction with their workplace, particularly by making public schools in rural areas attractive places for the retention of teachers in early career phases.
Publisher: Ani Publishing and Consulting Company
Date: 20-10-2017
Publisher: Wiley
Date: 02-07-2019
Publisher: Informa UK Limited
Date: 06-2011
Publisher: SAGE Publications
Date: 18-10-2022
DOI: 10.1177/10534512221130082
Abstract: Considering the needs of children with erse needs, current legislation emphasizes the allocation of a special budget to address the needs of children with disabilities in Pakistan. However, Pakistan is one of the countries that is not investing a reasonable budget to accommodate the needs of children with disabilities like many other developing and developed countries. This column reports on three current issues in relation to children with disabilities in Pakistan: (a) education for children with disabilities, (b) challenges to inclusion of children with disabilities, and (c) current education status of children with disabilities. Suggestions for future directions are also discussed.
Publisher: Informa UK Limited
Date: 11-04-2023
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Funder: Bureau of Educational and Cultural Affairs
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Funder: Qatar Foundation
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