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Item Impact of leaders’ self-efficacy on employees’ adaptive performance in learning organizations(UMT.Lahore, 2018) Ayesha LiaquatThe principal role has become very critical now a days as the world is changing day by day and the challenges in education sector increased because of several reasons. Undoubtedly the schools are working as organization now a days and facing so many issues. Change is itself a challenge, which made the adaptive performance of employees a critical issue as well. Self-efficacy is important factor as it means that leader can motivate and push the employees for better performance. In this study we examine all the three components of self-efficacy and the components of adaptive performance as well. Lahore district was taken as population while 150 schools were selected as sample. Participants in the study were 150 principals and 1248 teachers out of 1570 registered secondary schools of district Lahore. Primary data was collected and analyzed by SPSS 21. Leader efficacy shows no effect on employee’s adaptive performance directly. However efficacy of leader play vital role in adaptive performance in an indirect way. Leader’s efficacy develops the perception of the employees and employees follow that perception of the leader which leave the impact on their adaptive performance and push towards success. The study investigated the effect of age, gender, experience and qualification on adaptive performance of employees and the efficacy of the principals and found all these components help the leader to develop a perception for the employees and employees follow that perception for their adaptive performance effectively. The findings of the study are discussed together with limitations and suggestions for further research. Keywords: Self-efficacy, Adaptive performance, Perception, Learning Organization, MediatorItem Aspects of motivation and student self–related beliefs on self-regulated learning(UMT.Lahore, 2018) TAYYABAH NOSHEENA relationship between learners’ motivation, self-related beliefs and self-regulated learning have been discussed where self-regulated learning is perceived as an adaptive process. Learners adapt different learning strategies to attain their desired goals in education. The relationship is presented through a general framework. The framework showed that self-regulated behaviours of the learners can be strengthen by the positive self-efficacy, interest in the subjects, instrumental motivation, effort and persistence, self-concept and self-report of the learners. Self-regulated learners are effective learners who can regulate their cognition and control their learning. Relationship is examined in a correlational study. Learners’ self-regulated learning strategies elaboration, memorisation and control are measured through the self-report of 15-year old learners. 650 learners of the private secondary schools of Lahore are the sample of this study. The tool for data collection was adapted from the research of OECD and Programme for International Student Assessment (PISA). The research offered policy-makers a fine-grained analysis of particular learning characteristics. The results of the study demonstrated some areas on which education systems can focus efforts to help students become more effective learners. KEY WORDS: Aspects of motivation, self-related beliefs, learning strategies elaboration, memorisation and control, effective learnerItem The impact of learning organization’s environment on employees’ self-efficacy and burnout(UMT.Lahore, 2018) Raiha FaridSchools nowadays are required to learn faster than ever before as principals and teachers are urged to become ‘knowledge workers’ in order to deal effectively with the growing pressures of a rapidly changing environment. With this breakthrough in structure and environment, it is a real need in Pakistan to see whether schools are acting as learning organizations or not. Literature suggests that complex school environments and work pressure makes educators vulnerable to burnout. However, individuals with higher levels of self-efficacy are reported to suffer less from burnout. This study used a cross sectional survey with 328 teachers and 110 school principals from private primary schools of Lahore. Data was collected with the help of adapted tools “Dimensions of Learning Organization Questionnaire (DLOQ)” by Watkins, Marsick & Yang; “Principal’s Sense of Efficacy Scale (PSES)” by Tschannen-Moran & Woolfolk Hoy; “Teacher’s Sense of Efficacy Scale (TSES)” by Tschannen-Moran & Woolfolk Hoy &“Maslach Burnout Inventory (ES)” by Maslach & Jackson. Results were analyzed through SPSS 21. Regression analysis showed that there is a strong impact of dimensions of learning organization on employee’s self-efficacy and burnout. Dimensions of burnout were negatively correlated to the other two variables; whereas dimensions of self-efficacy and learning organization were positively correlated. One dimension of learning organization i.e. ‘continuous learning’ formed the strongest model with burnout and self-efficacy. Keywords: Learning Organization, Burnout, Self-Efficacy, EnvironmentItem Impact of leaders instructional leadership on academic achievements(UMT.Lahore, 2018) Nida ZafarEducation plays a very important role in building up a nation. Education in Pakistan needs a lot changes yet to be effectively implemented. In many Private schools, the concept of Instructional Leadership has been implemented. This paper helps to clearly identify the impact of Instructional Leadership on the academic achievements of our students. Instructional leadership has been an important tool worldwide and has shown some positive results. The aim was to see the level of Instructional leadership and perception of teachers towards their leaders for implementing Instructional Leadership. Key words: Instructional leadership, vision, academic achievement, professional developmentItem School leaders’ self-efficacy, Teachers’ motivation and burnout(UMT.Lahore, 2018) Muhammad Imran CheemaThe purpose of this study was to find out relationships between principals’ self-efficacy, teachers’ burnout and teachers’ motivation. Principals self-efficacy was measured by Leaders’ Self-efficacy Scale. Burnout and motivation was measured by Maslach Burnout Inventory and Teachers’ Motivation Survey. Participants in the study were 100 principals and 600 teachers, 1 principal and 6 teachers from each school out of 271 registered private primary schools of district Hafizabad. Data was collected by visiting personally from all schools. Data was analysed by SPSS 21. The results revealed that principal self-efficacy was positively related to teachers’ motivation and negatively related to teachers’ burnout. Teachers’ motivation and teachers’ burnout were also negatively related to each other. The study highlights important relations between motivation, self-efficacy and burnout and covers the literature on principals’ self-efficacy and its relation to other concepts. The findings of the study are discussed together with limitations and suggestions for further research. Keywords: Self-efficacy, Burnout, MotivationItem Head teacher’s perception regarding their empowerment AND its impact ON school performance(UMT.Lahore, 2018) Abdul Haseeb MujahidThe purpose of this study was to find out the role of head teacher’s empowerment in management of public schools in Punjab and its impact on school performance. In modern organization theory, the system concept of management describes administration as “the primary force of an organization, which coordinates the activities of the subsystem and relates them to school performance.” The purpose of this study was to investigate the influence of head teacher’s empowerment on school performance. Specifically, the study sought to find out the extent of the existing setup of educational administration and role of administrative setup in school performance. The present study combined qualitative and quantitative methods of research. It fits partly into the evocative/descriptive standard as it targets to observe and describe scientifically, factually and truthfully, the qualities of a pre-conceived phenomenon in a natural setting through questionnaire and focused group interviews. The Population of this study consisted of school principals, district administration at secondary level Punjab and elected political representatives of the vicinity. Quantitative data was analyzed through SPSS 19. T test and ANOVA were applied to find out the results. Qualitative data was analyzed manually and inferences were made. Conclusion made on the basis of findings which showed no significant difference between groups belonging to genders, locales, age, and experience, academic and professional qualification. It is concluded that in general school managerial setup and school performance are significantly correlated and present educational system has strong impact on school performance. Key Words: Head Teacher’s Perception, Empowerment, Impact, Performance