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Item Perception of university students about their engagement in online classes during covid-19(UMT.Lahore, 2023) Midhat FatimaThe purpose of this study was to investigate the perceptions of university students’ about their engagement in online classes during COVID-19. The research was quantitative in nature. All the university students studying in public and private universities of the Lahore were the population of the study. The sampling technique used for this research was convenient sampling because of the access to the population due to the pandemic. A self-administered, closed-ended survey was used to collect data (n = 379) from students who were enrolled in private and public universities of Lahore during the COVID lockdown. The results of the study showed that engagement in online classes was significantly explained by the effectiveness of strategies instructors utilized. The analysis further revealed that there is no significant difference in student engagement in online classes based on gender and location. Keywords: Student’s perception, online classes, teacher’s perception, Engagement, Students engagement.Item Exploring teacher competencies in art & design transnational higher education institutes (TNE)(UMT Lahore, 2023-09-28) Irha Shahid IqbalThe objective of this research is to investigate the competencies of teachers in Art and Design Transnational Higher Education Institutes (TNE) in Pakistan. The study focuses on the skills and abilities that are expected or desired in educators of these programs, including knowledge of the subject matter, pedagogical skills, intercultural competency, technology skills, collaborative skills, and commitment to professional development. For this study, interviews are conducted with teachers. The study does not include students or program administrators, as they are part of a separate study. The purpose is to gain insight into the state of teacher competencies in Art and Design TNE programs in Pakistan and identify any areas that require improvement or show gaps. Data is collected from sources such as interviews with teachers, analyzed to discover patterns and trends. Before the emergence of concepts in art and design education, there were art schools that provided instruction on traditional crafts along with insights into the art industry. However, a new era in art education began when unknown ideas, under labels emerged (Muhammed et al., 2021). To truly grasp the changing perspectives on art education, we must delve into the curriculum at the university level as well as the communal and economic roles of art education. The insights from this study could be utilized to shape teacher training programs or other initiatives that bolster the growth of Art and Design educators in Pakistan. Ultimately, the objective of this study is to enhance the caliber of Art and Design programs in Pakistan by ensuring that teachers possess the knowledge, skills, and capabilities to effectively guide and empower their students.Item Perceptions of students about the role of teachers in guidance and counseling(UMT Lahore, 2023) Binish JamilThe study looks into what students think about how teachers help and guide them in college or university settings. By understanding what students think, the study hopes to find out how much students feel teachers are involved in giving them guidance and support. It also wants to understand what students expect from their teachers and how these thoughts might affect their learning and personal growth. Understanding how students feel about teachers helping and guiding them is very important. What students think can affect how they act and make choices. When students have positive feelings about their teachers' involvement, it can lead to a good relationship where students trust their teachers and are more likely to ask for help. This can help students in their learning and personal growth. Knowing these feelings can help schools and universities improve and use their strengths. This understanding can help improve courses, teaching methods, support for students, and resources on campus, leading to a better learning environment. The study plans to include 600 students from both public and private universities. They were used a detailed survey with 33 questions, divided into five groups: General Thoughts, Availability of Help, How Effective the Guidance is, Training for Teachers, and How Happy Students Are Overall. The main goals of this study are to understand what students think about teachers' roles in guiding and supporting them, find out what factors influence these thoughts, and see if there are any differences based on things like age, gender, or academic level. The convenient sampling technique were used for data collection. Data analysis revealed that students generally perceived the role of teachers positively with MPI values indicating general perception at 3.6, availability and accessibility at 3.64, effectiveness of xvi guidance and counseling at 3.86, effectiveness of training and professional development at 3.81, and overall satisfaction at 3.52. The overall perceived level of students was recorded at an MPI of 3.72. Furthermore, the study identified a significant relationship between demographics such as gender, age, and academic level with factors like general perception, availability and accessibility, guidance and counseling effectiveness, training and professional development effectiveness, and overall satisfaction. This underscores the influence of demographic variables on the perceptions of students regarding the role of teachers in guidance and counseling. They were then do a thorough analysis, setting a very high standard to decide what findings are important. In summary, this research is trying to deeply understand how students feel about how much teachers are involved in helping and guiding them during their higher education. By closely looking at these feelings, the study hopes to find ways to improve the educational experience, making it better for students' academic and personal growth.Item Teacher’ experiences of professional learning community at a private school of Lahore(UMT Lahore, 2023) Iqra SharifThe purpose of this study was to explore experiences of teachers at a private school of Lahore about their participation in a professional learning community (PLC) initiated in the school few years back. Probably this is the only school system in Lahore where the professional learning community exists. As the study was designed to explore experiences of participants about PLC the researcher has chosen case study design. Criterion sampling was employed by the researcher to choose study participants. The researcher has selected 10 teachers based on the inclusion criteria to participate in the interviews. All participants were experienced and well aware of the PLC. Analysis of the data revealed that the professional learning community in the school has positively impacted on the work of the teachers. These teachers have experienced more support from their head teacher, fellow teachers and thus improved them professionally. This study has identified how private school teachers involve themselves in continuous learning process and demonstrating that all key stakeholders are in continual contact with one another and that they are well aware of all the critical factors that lead to the effectiveness of a PLC. By adopting shared and supportive leadership styles and techniques, teachers in PLCs create a collaborative and empowering environment that fosters professional growth, enhances teaching practices, and improves student outcomes. By utilizing a platform in a professional learning community, teachers have the opportunity to work collaboratively, share insights, and improve their teaching practices to enhance student performance.Item Exploring the experiences of women leadership in the technical education and vocational training institutes(UMT Lahore, 2023-07-12) MOHNE GULLThe role of women in leadership positions in the TVET sector of Pakistan will be an interesting topic for research. TVET stands for technical and vocational education and training. It is a type of education that focuses on teaching practical skills and knowledge that can be applied in a specific trade or industry. There will be many factors that may influence the participation and leadership of women in this sector, including cultural, social, and economic factors. This study aims to explore the experiences of women leaders in the Technical and Vocational Education and Training (TVET) sector of Pakistan. A qualitative, phenomenological approach will be used, involving in-depth interviews with 20 women leaders in the TVET sector throughout the Punjab. The study will find that women leaders in the TVET sector face a range of challenges, including biases and stereotypes, the glass ceiling, and the double bind. However, they will also report using various strategies to overcome these challenges, including networking, mentorship, and self-advocacy. The study will also find that the experiences of women leaders in the TVET sector are shaped by the broader cultural and social context in which they operate. The findings of this study will contribute to our understanding of the challenges faced by women leaders in male-dominated fields and highlight the importance of supporting and promoting the advancement of women in leadership positions.Item Integration of seven models of quality education at university level in context of Pakistan(UMT Lahore, 2023) Syeda Um E Laila NaqviThe purpose of this study was to develop an integrated model, which was based on seven, or Multi-models of quality education, given by Cheng and Tam (1997). Integration in the field of higher education is necessary as it involves everyone within the institution at all levels to move towards quality assurance all together. It was a grounded theory research as the researcher compared the practices of universities of Pakistan and based on those practices the researcher developed an integrated model. To achieve the purpose of this study the researcher explored the TQM approaches of Quality Enhancement Cells of public and private universities of Pakistan. The researcher visited three public and three private universities where data was collected using interviews from 20 QEC personnel. The QEC personnel were selected using theoretical sampling as initial data collection made the researcher realise to reach saturation more interviews were needed. The data was analysed using Strauss and Corbin’s (1998) coding technique. Open, Axial and Selective coding was conducted to identify the theme and sub-themes of this study. After thematic analysis based on the responses of the interviewees an integrated model of Total Educational Quality Management (TEQM) was developed. TEQM model was relevant to social context of Pakistan as it was observed through reviewed literature. The government of Pakistan and universities of Pakistan were recommended to adopt TEQM model in order to enhance the quality assurance practice of higher education institutes (HEIs). It was also recommended that future researchers should test this model using quantifiable measures.Item English writing problems of non-English major undergraduate students at universities in Lahore, Pakistan(UMT Lahore, 2023) WAQAS WAHEEDEnglish is regarded as an official language all over the world, yet we cannot deny that many individuals do not even know how to write English properly. The study's goal was to look at the difficulties of writing in a foreign language among non-English major students at public and private institutions in Lahore. The study was carried out using the quantitative research approach with a sample of 300 male and female university students. SPSS was used to compute the difference between variables. The study used three different scales. The findings demonstrated that there was no gender difference in pupils' writing in foreign languages. Nonetheless, there were differences between students at private and public institutions of higher learning, as well as between freshmen and final-year students and between students majoring in social sciences and scientific sciences. As a result, it is argued that weak English writing abilities occur in university students and that they may be addressed by sophisticated and effective methods of teaching foreign language skills.Item Teaching mobility and orientation(UMT Lahore, 2023) Nasira BilalQuantitative method of study was conducted to investigate orientation and mobility challenges faced by students with VI and teachers in private and public schools, focusing on demographic variables. The study aimed to compare the challenges faced by students and teachers, as well as explore the relationship between these challenges. The objectives of study were exploring challenges faced by teachers and students regarding mobility and orientation in terms of demographic variables, comparing the challenges faced by teachers and students with VI in public and private schools regarding mobility and orientation, investigating relationships of challenges faced by students and teachers regarding orientation and mobility. The researcher used two self-constructed instruments with .938 and .920 Cronbach alpha value. These both tools were personally constructed with the help of literature and field experience. The study was conducted in Lahore. A sample of 200 students with VI and 70 teachers of students with VI were selected through convenient sampling, from the public and private academic institutes dealing with students with VI. The data was analyzed by SPSS software. In SPSS the frequency, percentage, t-test, ANOVA and correlation were run and interpreted in finding. The findings were based on a sample of participants from special academic institutions, including male and female students from different age groups and education levels. The study also considered the sector (public or private) and demographic factors such as family system, visual impairment level, and age of onset. Key findings revealed significant differences in challenges related to mobility and orientation based on gender, sector, family system, visual impairment level, and age. Male students performed better than female students in mobility and orientation, while students from joint families faced more challenges compared to those from nuclear families. Furthermore, low vision students reported more challenges in mobility compared to blind students. Among teachers, female teachers faced more challenges in mobility, and those with the designations of junior special education teacher (JSET) and senior special education teacher (SSET) encountered more challenges in mobility. Teachers with less experience reported more challenges in mobility and orientation. These findings underscore the need for targeted interventions, individualized support, and ongoing professional development for both students and teachers. By addressing these challenges, educational institutions can create inclusive environments that enhance the educational experience and social inclusion of visually impaired individuals.Item Effect of in-service teachers trainings on professional development of teachers in an area with visual impairment(UMT Lahore, 2023-12-05) Tahira PerveenIn-service teachers‘ training is crucial to a teacher‘s success as well as the overall effectiveness of the institution. This study aimed to ascertain how special education teachers, in the field of visual impairment, perceive the effect of in-service teacher training on professional development. The general consensus is that certain in-service teachers‘ trainings can significantly enhance teachers' performance in terms of their professional expertise, training, and experience. To gather data for the study, the researchers used a self-developed survey questionnaire. The questionnaire was developed after deep literature review on seven components of the professional development framework. These components focus on content, active learning, support for collaboration, models for effective practice, coaching and expert support, feedback and reflection and assessment. A 4 point Likert scale with extent range strongly agree, agree, disagree and strongly disagree was used. Total 155 teachers working in the field of visual impairment and 60 heads working with the teachers of visual impairment field were selected conveniently to contribute in the quantitative research. The researcher employed mean, average mean frequency, and percentages. T-Test and ANOVA was used for the analysis of demographic variables of the questionnaire on respondents' age, qualification, and teaching experience. The proposed analysis of this study exposed that the majority of the special education teachers of students with visual impairment showed a positive attitude towards teachers training for their professional development. Findings of the study revealed the positive effect of in-service teachers training on the professional development of teachers and reveals that the development of specific skills necessary for working with students who have visual impairments should be the focus of targeted training offered by ITTs. This includes enhancing mobility and orientation abilities, as well as fostering literacy, reading, and writing abilities. Braille skills can also be improved through software and hands-on practice. The study also revealed the positive perception of teachers regarding their professional growth.Item Relationship between emotional intelligence of instructional leaders and their instructional leadership behaviors at secondary school level(UMT Lahore, 2023) HANANA SULTANLeadership is second only to classroom instruction among all school-related factors contributing to student learning (Marzano et al., 2005). Understanding the role of emotional intelligence in instructional leadership behaviors with a focus on establishing expectations for student academic success provides valuable information about practices needed to support teaching and learning in an era of accountability. The purpose of this quantitative correlational research study using the Emotional Intelligence Appraisal: There Is More Than IQ (EIATM - Me Edition) (Bradberry & Greaves, 2003a) and the Principal Instructional Management Rating Scale (PIMRS) (Hallinger, 1985) was to examine the degree to which a relationship existed between emotional intelligence and instructional leadership behaviors. The sample population consisted of 800 Secondary principals. Descriptive statistics and Pearson’s correlation coefficients were performed to analyze and examine the degree to which a relationship existed between emotional intelligence and instructional leadership behaviors. Results indicate a significant relationship between the principals’ total scale score of instructional leadership behaviors and the overall emotional intelligence score. Significant relationships with instructional leadership were also observed between the emotional competency of Social Competence and the subscales of Social Awareness and Relationship Management. Recommendations for further research include an exploration of the unexpected result that emotional intelligence competencies associated with interpersonal skills were related to instructional leadership but not the competencies associated with intrapersonal skills. This research finding conflicts with the common understanding that we must understand ourselves first, before we understand others.Item Relationship of emotional intelligence of secondary school teachers and their job performance(UMT Lahore, 2023-09) Umme AbehaThe present study investigated the relationship between emotional intelligence with job performance of secondary school teachers and impact of emotional intelligence on secondary school teachers’ job performance. Teachers’ characteristics such as school type, qualification, experience, and gender were also explored/studied to provide insight on teachers’ job performance and emotional intelligence. This study used quantitative research method and correlation research design. Data was collected through survey design. Two questionnaires were designed, one for teachers’ emotional intelligence and the second for job performance. The population of this study was 300 secondary school teachers from both (public and private) sectors. To analyze the data SPSS, t-test, ANOVA, regression, and correlation were used. The findings indicated that there is no significant impact of emotional intelligence on teachers’ job performance, but there is a significant moderate positive correlation found between emotional intelligence and teachers’ job performance. This study concluded that teachers’ emotional intelligence plays an important role in the performance of school teachers.Item Impact of emotional intelligence of secondary school teachers on their classroom management approaches(UMT Lahore, 2023-09) Yumna KanwalThe present study investigated that Impact of Emotional Intelligence of Secondary School Teachers on their Classroom Management Approaches. Teachers‘ characteristics such as school type, qualification, experience, and gender were also explored/studied to provide insight on teachers‘ job performance and emotional intelligence. Teachers‘ characteristics such as school type, qualification, experience, and gender were also explored/studied to provide insight on teachers‘ emotional intelligence and their classroom management approaches. This study used quantitative research method and correlation research design. Data was collected through survey design. Two questionnaires were designed, one for teachers‘ emotional intelligence and the second for classroom management. The population of this study was 527 secondary school teachers from both (public and private) sectors. To analyze the data SPSS, t-test, ANOVA, regression, and correlation were used. The findings indicated that Emotional intelligence and student-centered classroom management have also been shown to be significantly correlated in this study. There is a somewhat favorable, significant, and positive correlation between secondary school teachers' emotional intelligence scores and their student-centered classroom management strategies. For managing a classroom that is student-centered, EI is extremely valuable. In light of this, it can be claimed that secondary school teachers will favor or implement student-centered classroom management to a larger extent the higher their EI levels are. This study concluded that teachers who have greater levels of emotional intelligence (EI) are better able to regulate and manage their emotions, which improves their classroom management abilities and helps them to build more trustworthy connections with students. Being emotionally in control is being aware of both one's own feelings and those of others.Item Impact of instructional leaders’ emotional intelligence on teachers’ organizational commitment(UMT Lahore, 2023-09) Hassan BabarThe objective of this study was to investigate how the emotional intelligence of instructional leaders influences the level of organizational commitment among teachers. The study utilized a quantitative research method and involved 200 principals and 400 teachers who were chosen randomly for data collection. To gather information, the researcher employed a specific questionnaire designed for this study. The questionnaire consisted of two scales, and the reliability of the data was verified through measurements. The first scale exhibited a reliability of (.833), and the second scale demonstrated a reliability of (.803). After conducting a thorough validation process of the questionnaire with valuable insights from field experts, the analysis of the results revealed that there is no substantial difference in the relationship between instructional leaders' emotional intelligence and teachers' Organizational Commitment. In other words, the study did not find any significant correlation between the emotional intelligence of instructional leaders and the level of commitment exhibited by teachers towards the organization. Based on these findings, it can be inferred that there is insufficient evidence to strongly support the idea that emotional intelligence, as measured by the TOTAL Emotional Intelligence instructional leaders’ scale, has a considerable influence on teachers' organizational commitment.Item Becoming a reflective practitioner: an analysis of the education students’ reflections on their lived experiences(UMT Lahore, 2023-01-16) Azka AshfaqThe purpose of this study was to explore the student’s reflections on “Becoming a reflective practitioner” course. The qualitative study using purposive criterion sampling included 10 students both male and female from the University of Management and Technology (UMT) Lahore. The participants were belonged to the same university. The participants were MPhil students of 3rd semester. All the participants were studying the same course. After the completion of their course all participants were present at the decided location at the same time that was suitable for them. Written reflection format and procedure was explained to every student. The data was collected through open-ended written reflections. These written reflections were reflected upon students’ perception and lived experiences of their course through Gibb’s reflective model. Students gave data and direction on which objectives they should aim for and which of those they have proactively fulfilled. The results of my study showed that this course was beneficial for students in their personal and professional life. To some extent these students’ developed a comprehension of reflection and reflective practice, know about its qualities and utilized various types of reflection to reflect on their practices. The study suggested that having sufficient opportunity to reflect upon and write the reflections, holding responsive mind-set, being persuaded sof the value of reflective teaching and having confidence in change are factors concluded that these students’ commitment with reflection and reflective practice. The findings of this study showed that there was a need to increase the evaluation literacy of educators, arrange workshops and seminars on reflection that would guide teachers to be equipped with the latest assessment strategies and techniques.Item Teachers’ role in learner’s social belongingness and emotional wellbeing at secondary school level at low-cost private school of Lahore(UMT Lahore, 2023) Kiran QadeerThis study investigates the role of teachers in promoting social belongingness and emotional well-being among secondary school students in low-cost private schools in Lahore. Social belongingness and emotional well-being are essential factors that contribute to students' overall development and academic success. However, limited research has explored the specific role of teachers in fostering these aspects within the context of low-cost private schools. Through a mixed-methods approach, data was collected from both teachers and students in selected secondary schools in Lahore. Quantitative surveys were administered to assess students' perceived social belongingness and emotional well-being, while qualitative interviews were conducted with teachers to understand their practices and perceptions related to promoting these aspects. Preliminary findings suggest that teachers play a crucial role in creating a positive and inclusive classroom environment that fosters students' social belongingness. They employ various strategies, such as encouraging student collaboration, promoting empathy and respect, and organizing extracurricular activities, to enhance students' sense of belonging within the school community. Furthermore, teachers recognize the importance of addressing students' emotional well-being and employ supportive practices, including active listening, providing emotional support, and integrating socio-emotional learning into their curriculum. However, the study also identifies certain challenges faced by teachers in low-cost private schools, such as limited resources, large class sizes, and insufficient professional development opportunities. These challenges can impact teachers' ability to effectively support students' social belongingness and emotional well-being. The findings of this study have implications for educational policymakers, school administrators, and teachers in low-cost private schools. The research underscores the significance of investing in teacher training and providing adequate resources to enhance their capacity in promoting students' social belongingness and emotional well-being. By addressing these aspects, low-cost private schools in Lahore can create a supportive learning environment that contributes to students' holistic development and academic achievement.Item Perceptions and practices of teachers about assessment rubrics as effective feedback(UMT Lahore, 2023-01-21) TAYYABA TARIQ MIRThis mixed-method study focuses on exploring and investigating the perceptions and experiences of the prospective teachers at present along with their intentions for the future related to the effectiveness of feedback in the form of rubrics at pre-primary-level schools in Punjab. The gained knowledge of the prospective teachers about assessment-related learning theories, the types of assessment, especially the effective use of rubrics, its impacts on their learning and readiness for assessing with as much unbiased approach as possible, and their level of awareness of the quality of the provided theory and supervised practice demonstrated through the ability and proficiency of their teachers are the focal points of this study at hand. The research has been conducted through a sequential explanatory (mixed methods) design survey. The pilot study was conducted first, as a pilot plan, on a sample of 100 participants through the snowball sampling technique to fill up the questionnaire earlier this year mainly through Google forms due to the after-effects of COVID-19. Later, a sample of 400 prospective teachers was selected through purposive sampling, studying in the education department of four universities in Lahore (Punjab). The data was collected in two phases; quantitative data collection through a survey with analysis, and qualitative data collection (interviews) and analysis with a larger focus on quantitative data (survey) that informed interviews. The results show that the inefficacy and inefficiency of the teaching materials and instructional methods are prevalent to teach and practice rubrics as effective feedback. This study serves as the basis for further studies to explore the possible solutions for the effective implementation of rubrics instead of the traditional assessment methods across the school levels for achieving higher-order learning outcomes through aligned learning activities.Item Analysis of behaviour management strategies used by the teachers of hearing impaired students(UMT Lahore, 2023-06-23) NOREEN IJAZThe purpose of this study was to analyze the usability of behaviour management strategy used by the teachers of hearing impaired students. Quantitative research paradigm was used to get the understanding which type of behaviour management strategies used by the teachers of hearing impaired students. Through in depth literature review and expert’s guidance, research instrument was developed with 5 point Likert scale about behaviour management strategies. Descriptive statistics (frequency) and inferential (ANOVA, t-test) statistics had been employed to address research problems. The findings revealed that non-punitive behaviour management strategies such as praise, guidance/counselling, special privileges, forgiveness, reflection, rules/consequences, warning, reward, and modelling were highly used by the teachers. Withdrawal of special privileges, writing the name on the board, token economy, reporting, and social punishment were moderately used. Emotional/psychological punishment, economic punishment, and physical punishment were rarely used. Female teachers had a more positive attitude towards non-punitive strategies than male teachers, while private school teachers used more non-punitive strategies and punitive strategies than public school teachers. Teachers with B.A/B.Ed (Hons.) degrees used more non-punitive strategies, while teachers with MA/M.Ed special education degrees used more punitive strategies. The study recommended that the government should arrange training programs for teachers. Further studies are suggested to investigate the impact of hearing impairment on behaviour problems and academic achievement and students' perceptions of the effect of behaviour management strategies on them.Item Perceptions of stakeholders regarding challenges and opportunities of SNC(UMT Lahore, 2023) BEENISH HAMEEDA good educational system has to involve all stakeholders in order to develop effective curriculum. In Pakistan, school curriculum is usually developed with the consultation of the end users i.e. teachers and subject specialists. This research study explores the perceptions of stakeholders regarding challenges and opportunities of single national curriculum; A study of public and private sector schools. The study used mix method approach. It was based on unstructured interviews with six curriculum experts that revealed themes regarding challenges and opportunities in SNC. Questionnaire was developed to collect quantitative data. Reliability of the instrument was .885 and Validity of the instrument was insured by taking professional reviews from expertise. Quantitative data was collected by developing questionnaire based on ten themes extracted from the interviews conducted with subject specialists. Respondents of the questionnaire were 209 teachers of public and private schools. Data was collected by following all the ethical considerations. Thematic analysis revealed common themes which were, acceptance of change, business loss, Urdu language, lack of professional trainings of teachers and lack of resources are the challenges for SNC. On the other hand, financial ease, government engagement, activity oriented, unified content and ICT integration are the opportunities regarding SNC. Collected data was analyzed through SPSS software (Statistical Package for Social Sciences) in order to explore the perceptions of teachers regarding challenges and opportunities of SNC. Quantitative data analysis that majority of the teachers agreed with the highlighted themes and statements regarding challenges and opportunities in SNC. There is no significant difference among the responses of public and private school teachers.Item A study of self-reported practices of instructional leaders’, teachers’ perceptions and teachers’ organizational commitment in the private colleges of Lahore(UMT Lahore, 2023-05-20) Asma khanInstructional leadership has been connected to teachers’ growth, development, to improve teaching & learning process. Teachers’ job satisfaction in organizational commitment. Study focuses on instructional leadership in the private colleges of Lahore. The study aims to describe the IL practices, to identify the important principals' instructional practices, & to investigate whether there is a relationship between the principals' instructional practices and organizational commitment. This study is quantitative in nature and, cluster sampling is used in sampling technique. Standardized Questionnaires with 5 points Likert scale is used to collect data. A questionnaire with 3 parts 1st PIMRS Scale of Hallinger for principal practices & 2nd same part for teachers’ to know their opinion. 3rd part organizational commitment scale TCM by Allen & Mayer are used to collect data from 400 private colleges of Lahore. Population of the study are 250 principals & 795 teachers from the total 650 private colleges, total strength of population is 1,045. Data analysis is done through T-test by using SPSS Software. Major findings of PIMRS related to framing the college goals, communicate the college goals, evaluate the instruction, coordinate the curriculum, monitor students’ progress, Happy to spend the rest of my career with this college, enjoying discussing my college with outside it, college has great deal of personnel meaning to me. It is recommended that all these comprehensive responsibilities should be add in the curriculum of instructional leadership, to provide professional development training on the base of knowledge, skills & productive attitude.Item Head teachers’ perspectives on human resource management information system (HRMIS) in Punjab(UMT Lahore, 2023) Ghulam HussainThis comprehensive study delves into the perceptions and adoption of the Human Resource Management Information System (HRMIS) among head teachers in the educational landscape of Punjab, Pakistan. The research journey commences with a robust theoretical framework, drawing on established theories related to human resource management, technology adoption, and educational climate. Employing a meticulous methodology, a sampling framework is constructed to encompass diverse perspectives from both high schools and higher secondary schools across various districts of Punjab. A sizable sample, consisting of head teachers, is carefully selected utilizing a combination of simple random and systematic random sampling techniques. Electronic self-administered questionnaires are employed for data collection, with instrument reliability validated through Cronbach's alpha analysis. Quantitative data undergoes rigorous analysis, including descriptive and inferential statistical methods, such as t-tests and ANOVA, to elucidate relationships and test hypotheses. The study culminates in insightful findings, conclusions, and recommendations, offering significant implications for educational practice and policy. By aligning HRMIS adoption with head teachers' perceptions, this research contributes to enhancing educational quality in the distinctive context of Punjab, Pakistan, while exemplifying robust sampling techniques for broader research applications.