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The objective of the study was to investigate the relationship between leadership practices of department heads and organizational commitment of University teachers. The study has investigated the difference of leadership practices and organizational commitment with respect to demographic variables. Data were collected from 180 teachers and 37 head of departments from three public universities of the Punjab i.e. University of Education, University of Sargodha and Lahore College for Women University. Pearson correlation, independent sample t-test and one way ANOVA were used to answer the questions. Correlation analysis indicated that department heads engaged frequently in ‘Enabling others to act’ while less engaged ‘challenging the Process’. Organizational commitment level of department heads found to be higher than university teachers. Research study has identified significant differences only for one leadership practice i.e. ‘Modeling the Way’ based on years of employment. There were significant differences between ‘Challenging the Process’, ‘Inspiring a Shared Vision’ and ‘Modeling the Way’ based on educational qualification. The five leadership practices were significantly correlated with three forms of organizational commitment. There were no significant differences between organizational commitment of teachers based on demographic variables except for continuance commitment regarding current position and years of employment.

Keywords: Leadership practices, organizational commitment

This study demonstrates the effects of Activity Based Learning (ABL) on the development of constructive investigation skill of 182 prospective teachers’ while teaching the “Curriculum Development” course at a Teacher Education Institution in Pakistan. The study shows a real-life activity improves the participants’ constructive investigation skill which promotes their deep learning of the course contents and makes the teaching-learning more interactive, effective, rewarding, and enjoyable.

Key words: Constructive Investigation Skill; Learner Centered Teaching; Activity Based Learning; Teacher Education

Command in spoken English is need for learners of English in Pakistan. The opportunities to learn spoken English through the government educational system is limited hence a large number of students take language courses in private institutions to enhance their spoken English. This paper reports the investigation of how the English language instructors in different institutions address the various issues regarding teaching spoken in Pakistan. The data were collected from 80 English language instructors through survey from public as well as private institutions. The questionnaire was used as a tool to collect the information regarding the issues in teaching spoken English. Results revealed the poor understanding of spoken communication among learners which is reflected in speaking courses that don't address key parts of formal as well as informal communication. The study recommends a review of the difference between communication and conversation as the assumption for defining spoken English. It also suggests the provision of standard learning activities and opportunities to augment the teaching and learning practices of spoken English in Pakistan.

Keywords: spoken English; English in Pakistan; Teaching speaking; Training speaking teachers

The main purpose of the study was to develop and validate an instrument namely Teachers’ Performance Evaluation Scale (TPES) to evaluate classroom performance of Secondary School Teachers in Punjab (Pakistan). Data were collected from 300 Secondary School Teachers from 75 public sector secondary schools (25 from each district) namely District Kasur, Chiniot and Mianwali. The major factors included in TPES were power of expression, knowledge of work, analytical ability, supervision and guidance, ability to take decisions and work output and quality. The expert opinions were sought out to make tool valid. A confirmatory factor analysis was also employed to validate TPES. Liseral was used to conduct confirmatory factor Analysis. Factor loading for each item were well above the threshold value 0.35. Correlation among latent factor was significant at 0.964.

Key words: Teacher’s performance, Evaluation, Power of Expression, Analytical Ability, Work out put and Quality.

Study was design to inspect the moderating effect of psychological wellbeing on the relationship of thwarted belongingness and acquired capability for suicide among cancer patients. 155 cancer patients both male and female were included in this study. Urdu translated version of the subscale thwarted belongingness of the interpersonal need questionnaire (INQ) scale (Van Orden etal., 2012), Acquired capability for suicide scale (ACSS) (Van Orden, Witte, Gordon, Bender, & Joiner, 2008) and Ryff’s scale of psychological wellbeing (Ansari, 2010)  were administered. Correlation matrix was used to find out relation between all the variables.  Hierarchical regression analysis was applied to find out the moderating effect of psychological wellbeing on the association among thwarted belongingness and acquired capability for suicide among cancer patients. Results showed that decreased level of psychological wellbeing strengthens the relationship of acquired capability for suicide and thwarted belongingness. On the other hand high level of psychological wellbeing yields no effect on the relationship between thwarted belongingness and acquired capability for suicide among cancer patients.

Keywords: Thwarted belongingness, psychological wellbeing, acquired capability for suicide, moderation, cancer patients.

The teachers in Pakistan are certified through different pre-service teacher training programs but still not given license for teaching in the classroom. However, efforts are being made to make a final and unified policy and a model for teachers’ licensing by different experts and provincial institutions under government recommendations, particularly in Punjab. The present paper analyzed the review of related literature and perception of primary, elementary, and secondary level teachers about licensing criteria, barriers, and issues in teacher licensing,andproposeda model of Teacher Licensing in Punjab. The study was basically descriptive in nature, as the researchers collected the data from the teachers using semi-structured questionnaire. The researchers proposed the model of teacher licensing in the light of teachers’ perception and document analysis regarding teachers licensing. All the teachers were considered as the population of the study. The sample of 600 teachers comprise 200 Primary School Teachers (PSTs), 200 Elementary School Teachers (ESTs), and 200 Secondary School Teachers (SSTs) which was selected using equal allocation approach of stratified random sampling. The teachers favored that academic qualification, professional qualification, and written exam may be the bases for obtaining a license to teach. Two types of licenses i.e. initial and professional are proposed for PSTs, ESTs, SSTs in Licensing Model with certain requirements.

Key Words: Certification, Licensing, Licensing criteria/Requirements, Licensing Model