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Item Provision of support services to students with special needs in higher education(UMT.Lahore, 2021) MUHAMMAD KHURRAM SHAHZADSpecial needs students are continually facing many challenges in different areas of their lives especially at higher educational level. The quality, quantity, and scope of university-based support services have not expanded sufficiently. Also, there is a severe dearth of research and instruments designed to measure the needs and satisfaction with services received by students with special needs. The purpose of this study was to explore the perspectives of university staff toward support services to students with special needs in the public and the private universities of Lahore. This study was plan to identify either the administrative and support staff in institution of higher education were providing needed support services to students with special needs or not. The qualitative method was used as case study design to collect data from 10 participants. The thematic analysis was done that helped to understand university staff’s perceptions and experiences related to services or facilities to special need students. Major theme identified include understanding the concept of disability, services available for students, faculty members’ practices and need for a specified support centre. Recommendations were derived for higher education in Lahore. Keywords: Support Services, Special need students, facilities, higher educationItem Pedagogical barriers to quality learning in public secondary schools(UMT Lahore, 2021) SAJIDA IQBALThis study is an investigation of the pedagogical barriers to quality learning in public secondary schools. The UN and like-minded international bodies are calling for the provision of quality education to every child, even in the third world countries. Education is a basic right for each child in the world and only quality learning will help them to succeed in life. However it is unfortunate that the provision of quality learning for children is minimal and not at its best in Okara district of the Punjab and also in other districts of Pakistan. A structure comprising of pedagogical barriers was found to merit the investigation of the effects of poor learning. Mix Method was employed to obtain information for this study. The information and data was gathered by semi structured interviews and questionnaires, (survey method). The target population for sampling was grade 9th and 10th students from 4 different local public schools (2 for males and 2 for females) of Tehsil Renala Khurd. A questionnaire consisting of a total of 8 factors with 30 sub questions were used to collect data from the students to assess their perspectives. Also there were interviews of teachers to identify the pedagogical barriers to quality learning. 306 students, 160 male and 146 female who were average in studies and economic status were approached in these schools (with the permission of head teachers) to gain information. The methods used were a Purposive sampling technique and simple random sampling. Data was analysed by both descriptive and inferential statistics through percentages, t-test, correlation and one-way repeated measures ANOVA. Twelve secondary school teachers were also selected for interviews, 6 male and 6 female. The data was analysed by thematic analysis and conceptual mapping. To generate a detailed picture of the existing pedagogical barriers to quality teaching and learning activities, the study was conducted to investigate the phenomena. The results of the gathered data were presented, interpreted and analysed. Finally, recommendations were forwarded on the basis of the findings, which are barriers to quality learning to secondary school students. The findings will inform and contribute to the literature/body of knowledge. It will benefit many others concerned with the issue.Item Learning to develop constructively aligned courses(UMT Lahore, 2021) Habiba IqbalThis study explores the students' lived experience of learning and developing a constructively aligned course in the critical issues in the curriculum classroom at the postgraduate level. This study used a qualitative phenomenology research design. Through purposive sampling, seven students of the Constructively Aligned Course class in a private university were selected as the study participants. A self-made semi-structured interview guide was used to collect data from the participants. The obtained data were interpreted to the meaningful information in relevance to the study by using profiling and then through the thematic analysis technique. The data analysis revealed that most participants have prior knowledge of the constructively aligned course. However, they had not used this approach in their professional career; most of the participants did not know about this approach; they come from different educational backgrounds that's why they faced difficulties during learning and developing the constructively aligned course at the initial stage. Most of them used different books and internet resources to overcome this problem, plus their instructor has guided them side-by-side, then they found this course very informative and the need of today's world. Therefore, the students need some pre-requisite courses before studying the constructively aligned course at the postgraduate level. Teachers should be bound to design their courses according to the Constructively Aligned Course.Item Exploring TVET trainers’ understanding of engaging instruction(UMT Lahore, 2021) Muhammad Gouhar IftikharThe purpose of this study is to explore TVET trainers' understanding of engaging instruction. Participants' engagement in the process of training is always a challenging task for trainers. The challenge increases when the practice is executed in the TVET sector, which challenges the traditional instructional delivery practices commonly practised in general education, learning & development. One of the realities of teaching is that most teachers lack the knowledge of engaging instructional strategies and rely on instructional devices or other factors. This research identifies the trainer's understanding of engaging instruction under five main themes: learning challenges, active learning, trainer's interaction, enriching training experience, supportive learning environment, and work-integrated learning. Purposive sampling was used to collect data from 21 TVET trainers currently engaged in different TVET institutes in Lahore, Pakistan. The qualitative data analysis technique is applied as a data collection strategy to explore views, opinions, practices, challenges, preferences, and lived experiences of TVET trainers for engaging instruction during their training activities. The data analysis revealed that most trainers believe participant engagement and activity based learning are the critical factors for effective instructional engagement. In addition, it has been concluded that training participants require a conducive training environment for enriching their learning experiences. Most participants have also suggested the concept of work-integrated learning and the application of the KSA approach. The findings have been discussed from various perspectives, and some suggestions based on results have been put forward, including a further focus on delivery strategies and online training improvement.Item Study of prospective teachers perception towards mental health literacy and professional learning needs(UMT Lahore, 2021-10-04) IQRA HAYATThis study is entitled ―Study of prospective teacher‘s perception towards mental health literacy and professional learning needs‖. Concerns about students' mental health requirements, as well as the education system's rising demands on teachers, have considerably raised the stress of fulfilling curricular changes and expectations, as well as lowered prospective teachers' self-confidence and well-being. The purpose of this research study was to find out prospective teachers‘ perceptions about mental health literacy and professional learning needs based on some factors (depression, panic disorder, specific phobia, social Phobia, intelligence, Maturation for readiness to learn, attitudes, emotions, interest, motivation), and to explore the perception of the prospective teacher based on demographics variables (gender, field of discipline) help as to give a more clear view about prospective teacher‘s perception towards mental health literacy and professional learning needs.The population for the research was 200 prospective teachers of different universities of Lahore which are identified through the Survey Method, all of whom were from Lahore, Pakistan. All 200 participants were anonymous. The researcher used a survey method to explore the study objectives where the questionnaire was analyzed with the help of SPSS software 21 version. Five points-Likert-type scale questionnaire was used to collect data. Present data were examined to answer the questions communicated in the statement of the problem. A self-developed questionnaire was used to collect data based on the factors mentioned above. The instrument was pilot tested. Analysis of data included descriptive statistics and data analysis approach used for quantitative data. Lastly, findings, conclusions, discussion, and recommendations are given for future researchers, teachers, policymakers of education, and students as well.Item Reflective teaching practices used by teacher educators in teacher training programs at public universities in Lahore(UMT Lahore, 2021) Sajida SaifThe purpose of this study is to explore reflective teaching practices used by teacher educators in teacher training programs at a public university in Lahore. This study used a qualitative research design. For the purpose of data collection, six teacher educators were selected who were teaching in teacher training programs, which were B.Ed. (Hons) and MA. Education. Semi-structured interviews were conducted with teacher educators. These interviews were transcribed and different themes were drawn using within-case analysis, and commonalities were identified through cross-case analysis. It has been concluded that teachers were not fully aware of wide-ranging reflective practices, although, in classroom teaching, they were using some of the reflective practices. It has also been concluded that many of the reflective teaching practices are not formally and appropriately accomplished. Reflective practices are effective for the teachers as they help them to evaluate their own performance and, therefore, make the teaching-learning process more stimulating. The findings have been discussed from various perspectives, and some suggestions which are based on findings have been put forward to the policy makers for practice and future researches for effective compliance of reflective practices.Item A study of challenges faced by mothers while attaining higher education(UMT Lahore, 2021) HAREEM FATIMAThe impetus for this study came from my own history of being a student mother while completing my higher education, and the challenges which entailed during my studies. The study sought to find out the challenges faced by student mothers while attaining higher education. The study employed the qualitative research methodology, and phenomenology approach. Interviews were used as an instrument. A total number of 10 participants were involved in this study. The data collected was analysed by the thematic analysis. It was found that student mothers face so many challenges while attaining higher education. As they have a responsibility of child, home and studies along with work outside the house made them feel stress and unmanageable. Student mothers involved in the study were: single-mothers, married-mothers and working mothers. When women focus all her attention on her studies her behaviour somehow contrasts with her real life activities that is her traditional motherhood role (Visick, 2009). The key themes from the study revealed that student mothers face challenges in managing time, financials and no time for child-care. Balancing home and studies has become so challenging for them. All they need is a support from family and especially husband for completing their higher education. Lastly, student mother’s life has changed after having a child. They were not enjoying their university life like before. The only influence which made them do that is the support from husband, to build a better future and to become financially stable. All of the student mother were doing it for their child’s better future.Item Self-efficacy beliefs of prospective teachers regarding classroom management(UMT Lahore, 2021) Naila SaeedThe purpose of this study was to explore the self-efficacy beliefs of prospective teachers regarding classroom management. This study used a qualitative phenomenology research design. Data were collected through semi-structured interviews with ten prospective teachers studying in the teacher training program in a public university. They were selected through purposive sampling. Data collected through semi-structured interviews from prospective teachers and analyzed by using within the case (profiles) and cross-case analysis technique. The analysis of the data revealed that prospective teachers have strong efficacy beliefs regarding classroom management. They were more passionate and enthusiastic about teaching. It has been concluded that teachers need to establish a strong and healthy relationship with students to maintain classroom management effectively. The findings have been discussed from various perspectives, and some suggestions which are based on findings have been put forward to policy makers, practices, and for future researches.Item E-assessment practices in the virtual university of Pakistan(UMT Lahore, 2021) Sameen Anwarthough e-assessment has been identified as the most suitable practice for teachers assessing students’ learning in higher education settings, it requires proper planning, patience and foresight to design e-assessment programs. The effectiveness of e-assessment depends upon the administrative support to the teachers through technological readiness, which in return assists them to create authentic e-assessments. This qualitative research study explored Virtual University teachers’ perceptions of the different methods used for e-assessment of students and interpreted the teachers’ perceptions on the effectiveness of e-assessment in evaluating students’ performance. The basic qualitative research design was used with a sample size of 12 university teachers from a higher education institution in Lahore. Semi-structured interviews were conducted with the selected teachers. Interview data were analyzed using qualitative thematic analysis. Findings revealed that the positive interests of teachers in e-assessment, but with minimal managerial support, the teachers are unable to use various e-assessment tools for collaborative, peer and interactive e-assessment. Teachers encounter adverse challenges while using and designing e-assessment as the university limits the use of valuable tools. Moreover, students’ impractical attitude, student readiness and plagiarism are acute problems dealt with by the teachers. Furthermore, the majority of the teachers are motivated to take initiatives for including and improving e-assessment practices to enhance students learning processes and environment, with some exceptions who preferred blended mode as it is considered to be a balanced approach. Some suggestions to promote the use of e-assessment are provided, such as providing teachers and students with hands-on experience through ICT professional training and gaining mastery over specific software that enables the use of e-assessment. Moreover, the higher education management personnel should assist in reducing and preventing teachers’ fear of change in using e-assessment through creating awareness on the efficiency and effectiveness of using e-assessment.Item Challenges faced by the novice principals of public & private secondary schools of lahore(UMT Lahore, 2021) Shah Bano SaeedThis qualitative method research study is planned to discover the problems faced by the novice principals in their first year of the job in two separate educational set ups i.e., Private and Public. The study will be delimited to challenges faced by the novice public and private school principals related to interacting with staff, parents, maintaining student’s results and dealing with managerial and financial issues. Specific questions are addressed in this research to compare the problems of novice principals in these two different scenarios. It has been observed that appointment of principal in both sectors is based on length of their service or for being a Head teacher without pre-service training of educational leadership and management. Lacking leadership skills, when they enter the school as principal, they face many problems that sometimes lead to increased turnover rate. Principal training system in Pakistan needs a lot of improvements. If the Principals are trained enough to guide their staff, it will be a great edge for the progress in the teaching as well. All the newly recruited principals of secondary schools of Lahore constitute the population of the study whereby 4 principals from the private sector and 4 from the public sector are selected for data collection. The sample is purposefully selected from the district of Lahore. In the light of pilot study, interview guide is prepared. The interviews are conducted as a research instrument for data collection. During interviews the weak areas of novice principals are explored where they need pre-service and post service trainings. The outcomes of this study will be of great value to private school network associates, educators, parents, and government bureaucrats involved in policy making for the development, and execution of educational programs.Item Lived experiences of students with disabilities related to bullying in inclusive universities(UMT Lahore, 2021) SehrishBullying has been known as an extensive, persistent and serious problem of the schools across the globe. Despite the research studies on bullying in recent years, most of the research directly focused on its multiple slants and characteristics among general/normal students, while few of the research known about the bullying in inclusive schools and its dimensions in the population of students with disabilities receiving support provision. Studies have clearly shown that schooling has generally been formulated and works around the notions of normalization and homogeneity and disabled students in inclusive setups often generate discriminating responses that contribute to exclusionary educational experiences for the students with disabilities. In light of the above, the present study aims at exploring the lived experiences of the students with disabilities related to bullying and victimization getting an education in inclusive schools with non-disabled peers. The sample of the study consisted of 20 information-rich participants attending 5th to 8th school grades and is being catered in inclusive schools with non-disabled students. Semi-structured interviews were conducted as research methods for data collection. Interview questions centered on their experiences of inclusive schools, relationships with normal peers and learning in an inclusive school environment. The study set in the context of bullying-related lived experiences of students with disabilities faced during studying in inclusive schools with normal peers and the effects of bullying on their educational, social, and personal lifestyles, role of the teachers as promoters (being least bother to bullying in their classes) or in making the bully-proof schools environments for both normal students and students with disabilities. Almost all the participants of this study expressed a negative experience of bullying being students with disabilities studying in inclusive schools with normal peers in normal classrooms by the general universities students. This study shows that there are many areas that can be discussed and addresses regarding bullying in inclusive universities that were uncovered in previous studies. Future researchers should work on correction programs for bullying and intervention plans that are necessary to overcome bullying in inclusive universities.Item Prospective teachers’ perceptions of parent-teacher meetings and their influence on early childhood students’ performance(UMT Lahore, 2021-06-15) Mahnoor ArshadA Parent-Teacher Meeting is a gathering of parents and teachers at a school (outside of normal school hours, in the evening) to discuss the children's progress. This study was designed to explore the understanding of prospective teachers‘ perceptions and their influence on the performance of Parent-Teacher Meeting students. This study used a phenomenology research design. A purposive sampling technique was used to select seven prospective teachers from a private university in Lahore. All were enrolled in Parent-Teacher Meeting Education Program. The data were collected through semi-structured interviews with the participants. Thematic analysis of the interview data revealed that the prospective teachers believed that the Parent-Teacher Meetings are held to discuss a child‘s progress, solve a child‘s overall problems, helps in keeping the school in check, and these meetings are for the betterment of the student. Early childhood students need proper guidance from parents and teachers together to maintain their studies and sensitivity of their young age as they require more attention than students of higher education. It has been concluded that teachers‘ training should be revised, and programs for early childhood education should be offered in Pakistan.Item Impact of perceived career growth on intention to stay in private sector high school of Lahore(UMT Lahore, 2021) Muhammad Amir SaeedThis research presents the framework that explains Intention to Stay among private school teachers in Lahore. The high turnover rate school teachers and associated problems among them has drawn the attention of the scholars to investigate its key determinants. It is believed that private school teachers may feel there is limited prospects of career growth and may have negative perceptions about their organisations. Nevertheless, this has yet to be examined in greater detail. Therefore, this empirical study offers a research opportunity to study the impact of perceived career growth and its dimensions on teachers’ intention to remain in the organisation. Social exchange theory is applied to this framework. This research is carried out using quantitative research methods. Second generation data analysis technique (PLS-SEM) was applied to determine the impact. It is hoped that the findings will benefit the school managers and contribute to the body of knowledge on social exchange theory.Item Impact of school security systems on the perception of students about their security(UMT Lahore, 2021) NABIHA RIZWANMany Pakistani schools use security systems (security cameras, metal detectors, security fences) in an effort to keep schools safe and promote student’s academic success. The objective of the study is to assess the impact of school security systems on the perception of high school students amongst the student population of all secondary school students in Lahore, Pakistan. A descriptive study was conducted on high school students from four private high schools and four public high schools in Lahore. Self-administered questionnaires were filled out by 521 students, 43.8% male, and 56.2% female. Descriptive and inferential statistics (independent sample t-test and one-way ANOVA) were used to analyze the data. The results showed that those private secondary school student’s perceptions were given a positive response regarding the impact of school security systems rather than the public secondary students of Lahore city. The private school students were agreed that the management of their school had installed security cameras, metal detectors, security guards, and security barriers and security bankers on the campus. The finding of this study showed that the private school students were highly agreed that they were feeling safe when they wear a face mask. The study was concluded that Private Secondary school students were satisfied with their school security measures. Both private and public school students were shown a negative response that their school had a bus for transportation during an emergency. It is recommended that public schools of Lahore should follow the same pattern of school security systems as private schools of Lahore. We discuss the implications of these findings for education policy.Item Adaptation in instruction for the visually impaired students in inclusive setting(UMT Lahore, 2021) Najeeba JavedThe present study aimed to highlight the instructional adaptation used for visual impairment students in an inclusive setting. The current study was descriptive in nature and used quantitative research method. The objectives of the study include highlighting the most commonly used instructional material and adaptation to teach students with visual impairment. It was also intended to investigate the effect of teachers’ demographic variables on their use of instructional adaptations. The sample of 160 teachers were recruited by using purposive sampling technique from the city of Lahore and Vehari. A self-developed checklist was used to collect the data. The data was analyzed by using IBM-21. It was revealed that majority of teachers use large prints for students with mild, moderate and severe visual impairment. It was also found that teachers also reduce copy work for students with mild visual impairment. For students with severe visual impairment, teachers mostly use braille writer, large monitor and extra time to complete the tasks. For profound visual impairment, teachers use talking dictionary, recorded lectures, and some of them use braille translator and personal digital assistant. As far as physical environment of the class is concerned, majority of teachers use light shields and provide comfortable and appropriate arrangements that reduce the glare which can affect their visual field. Designing hands-on activities and providing audio tapes were the most commonly used instructional adaptation for students with visual impairment. Majority of teachers provide adapted content, large prints and written notes in the classroom. Older teachers prefer reading notes aloud, use audio tapes, perform hands-on activities and use larger prints as compared to younger teachers. Gender also affected their choice for adaptation. Females prefer group work, audio tapes; tap recorded lessons and hands-on activities as compared to their male colleagues. Teachers from Vehari prefer group work, use models, read notes aloud, audio tapes, tap recorded lessons, hands-on activities, large prints and use computer while adapting instructions.Item Exploring the relationship between digital literacy skills & technological, pedagogical and content knowledge (Tpack) among the secondary school teachers(UMT Lahore, 2021) RUZINA KHANThe main focus of this Quantitative study was to explore the digital literacy skills of the secondary school teachers regarding their Technological, Pedagogical and Content Knowledge (TPACK). The study was delimited to Lahore district only. All the Government and Private secondary school teachers were the population of the study. The data were collected from the targeted 400 respondents of the different government and private schools of Lahore. The Data were collected on random basis without knowing either they have digital literacy skills or not. The study was basically descriptive and Survey technique was used for data collection. Due to Pandemic and Lockdown it was not possible to collect data physically so data were collected through online survey. The first main focus was on the secondary school teachers digital literacy Skills and their use of technology in Education their knowledge about TPACK. Second main focus was: to explore the relationship between digital literacy and TPACK. Third main focus was on teachers attitude towards technology and their integration of technology into Pedagogy. Fourth focus was on to find out the technological experience of digital natives and digital immigrants. Quantitative survey method was used for this study. Through pilot testing data were collected from 100 participants. Survey data were collected from a sample of n = 400 people and for the analysis of the data SPSS software was used. Test that were used for the analysis of the Data were T-test, ANOVA, Correlation. Mean and Standard Deviation of demographic Variables and Factors. The Quantitative Data showed positive correlation between DLS and TPACK. The results of the data showed that the teachers who were using computers were having better digital literacy skills and the knowledge of TPACK as compared to the teachers who were not using computers. The discussion of the study shows that teachers DLS and their knowledge about TPACK helps them to compete with the digital world. Recommendation for further research is to analyze the problems and difficulties that teachers face during teaching online. There should be continuous training programs on regular basis for the secondary school teachers so that they can improve their digital literacy skills and can make teaching and learning process fruitful.Item Prospective teachers’ conceptions of reflective teaching(UMT Lahore, 2021) Ayesha ImranThe purpose of this study is to explore the conceptions of prospective teachers about reflective teaching. The detailed account of their experiences can shed light on how teachers think about and participate in reflective teaching. The objective of this present study is to stress reflection in prospective teacher education and offer a complete examination of the process of reflection. In this context, it gives insight into prospective teachers’ conceptions of becoming reflective practitioners and examines the content of their thinking. This allows for a more thorough examination of prospective teachers' experiences and impressions of those experiences. Teachers' professional development can then incorporate these techniques. Professional development that includes reflection in the teaching process could significantly impact a teacher's ability to instruct. As a result, gaining insight into teachers' experiences can help them to develop techniques to promote their ongoing development through reflective teaching. This study used a hermeneutic phenomenological research design. Using semi-structured interviews, the researcher accessed the participants’ world of the lived experience and their interpretations of these experiences. Purposive sampling was used to select the sample of the study. Ten prospective teachers were interviewed from the MPhil Educational Leadership and Management Program of a private university. A self-constructed semi-structured interview guide was used to collect data. The analysis of the data revealed that there is a gap in practical implementations of reflective practices among teachers and the concept of reflective teaching is not popular among teachers. Few participants were aware of reflective teaching and also incorporating it in their practices. It is concluded that teachers need to be aware of reflective teaching for their professional development. This study has revealed an area of policy implementation regarding prospective teacher’s conceptions of reflective teaching. It is concluded that the course of reflective teaching should be offered at the initial level of teacher training programs.Item Understanding teachers’ critical reflective practice in the context of online teaching(UMT Lahore, 2021) Maham JamilThe purpose of this study is to find out how online teaching is improved through critical reflection. A detailed account of teachers’ experiences can illuminate how they think about and participate in critical reflection. The objective of this present study is to explore the perceptions of teachers about improving online teaching through critical reflection. This context gives insight into teachers’ conceptions of becoming critical reflectors and examines their teaching by watching their recorded lectures. Through this process, teachers can improve their teaching skills and become more professionals. Teachers’ professional development can then incorporate these techniques. Professional development that includes critical reflection in the teaching process could significantly impact a teacher’s ability to instruct. As a result, gaining insight into teachers’ experiences can help them develop techniques to promote their ongoing development through critical reflection. The current study is a qualitative study using a hermeneutic phenomenology research design. Using semi-structured interviews, the researcher accessed the participants’ world of the lived experience and their interpretations of these experiences. Purposive sampling was used to collect data from 10 research participants from different schools in Lahore. A semi-structured interview guide was used to collect data. The data analysis revealed a gap in the practical implementation of critical reflection among teachers to improve their teaching. Few teachers used critical reflection to identify the deficits and strengths of their teaching to enhance online pedagogy. It has been concluded that teachers need to be fully aware of its usefulness. Critical reflection should be added to teaching training programs and make mandatory for all teachers. The findings have been discussed from various perspectives, and some suggestions which are based on findings have been put forward.Item Higher-order thinking(UMT Lahore, 2021) Khalid PervezThis study analyses the higher-order thinking skills (HOTS) introduced in the prescribed curriculum and tested in the exams. A variety of HOTS are planned in books to enhance students' critical thinking and evaluated in assessment. It is essential to know the level of HOTS offered in the prescribed curriculum, and the extent asked in exams. The study used a qualitative content analysis approach to analyze each chapter’s SLOs and exercises questions of the Grade 8th science book to explore the question statements in view of Bloom’s taxonomy and nine predetermined categories of Socratic questions. The results indicated that the prescribed curriculum has comparatively more emphasis on developing higher-order thinking abilities than the tested curriculum. The book analysis showed that SLO supports HOTS incorporation, but exercise questions and PEC exams tend towards lower-order thinking skills. Book exercises and exams should be improved and aligned with SLO to incorporate HOTS in students. Moreover, book and exam criteria need to be revised to enhance higher-order thinking skills in students.Item Teachers’ perception about the role of professional learning communities in developing instructional climate at secondary schools in Lahore(UMT Lahore, 2021) Muhammad Tahir MasoodThe main purpose of this study was to explore teachers' perception about the role of PLCs in developing instructional climate at secondary schools in Lahore. A quantitative survey design with correlational analysis was utilized to examine the relationship between teachers’ perception about professional learning communities and instructional climate at secondary schools in Lahore. The population for this study was the teachers employed at secondary schools in Lahore. The sample population was 200 teachers working at secondary schools in Lahore. Random sampling method was utilized to make sure the representation of whole population as closely as possible. Two survey instruments were utilized for the study. The instrument for PLC was adapted from PLCA-R and the questionnaire for instructional climate was adapted from school climate survey. The analysis of data collected for this study was performed through the statistical software SPSS. The study results showed a positive and strong correlation between PLC and instructional climate. The results of the study revealed that teachers strongly believe that PLCs have a favorable impact on instructional climate. The results of this study also showed that the males have better perceptions about PLC than the females and there is no difference in the perceptions of males and females about the instructional climate and teachers’ perception about PLC improves with the age and teaching experience while there is no impact of age and teaching experience on the perception of teachers about instructional climate and there is no impact of qualification on the teachers’ perception about PLC and instructional climate. With these results, it is inspiring to believe that further investigation may be performed to discover whether PLCs have a positive impact on instructional climate at higher level. Recommendations are that further research should be conducted at national level to find out the positive effects of PLCs on instructional climate.
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