Workplace spirituality is recognised as the inner state of individuals and an aspect of their working life. In the study reported on here we aimed to unearth the effects of teachers’ demographic factors (gender, age, nature of job, academic qualification, marital status, designation, teaching experience, and district) towards workplace spirituality in secondary schools. This study was a descriptive research and a cross-sectional survey research design was applied. The participants were 3,050 secondary school teachers. The participants were selected using stratified proportionate random sampling. The Workplace Spirituality Scale (WPS) developed by Petchsawang and Duchon (2009) was used along with a list of demographic variables to meet the study objectives. Different statistical techniques (t-test, mean, SD, one-way ANOVA and post hoc analysis) were applied for data analysis. The results indicate that teachers were satisfied and agreed with the practices of workplace spirituality in secondary schools. Moreover, the results reveal that the teachers’ demographic factors (gender, designation, nature of job, academic qualification, marital status, teaching experience, and district) had significant effects on their workplace spirituality. From the results we recommend that the management of educational institutions should treat teachers equally and fairly without any discrimination for equal nurturing of workplace spirituality among teachers.

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Organizational justice is about fairness at the workplace. It is essential to enhance performance and success of every organization. The study was conducted to validate Organizational Justice Scale (OJS) in Punjab, Pakistani public school context developed by Neihoff and Moorman (1993). Sample size consisted of 400 randomly selected public school teachers. This study was based upon quantitative approach and cross- sectional survey design was applied in data collection. The data was collected personally from teachers. Factors analysis techniques EFA and CFA were applied to confirm dimensionality, validity and reliability of Organizational Justice Scale (OJS) in schools of Pakistani context. Results are in support of three dimensional model (distributive, procedural & interactional justice) and generalizability of this scale. Furthermore, the results also established adequate reliability and validity (convergent and discriminant validity) of OJS. Further studies can be conducted to further validate the OJS through different types of data analysis software and techniques. In addition, this scale would be useful for measurement of the organizational justice among teachers in schools.

Current The major purpose of this study was to compare the effectiveness of liberating approach of teaching with banking approach of teaching in the subject of English at secondary level in Pakistan. In order to develop the rational of the study, an experiment was devised to identify the effect of liberating approach of teaching on students’ achievement in the subject of English at secondary school level. Through this approach student creativity and mental power is stimulated and better used in academic and social context. The population of the study was included all the students of science and arts enrolled in 9th class in girls’ comprehensive higher secondary school of the Multan city. The researcher was selected two intact group sections of English medium science and both the sections have total 104 students. The study was Quasi Experimental with a Non-equivalent control group pre-test post-test design. One section was randomly selected an experimental group (X1) and the other was assigned to control group (X2).A pre-test and post-test were developed by the researcher, through carefully reviewing the methods of test development regarding quantifying students language skill, that is writing skills. A panel assessed the validity of both the test. The test had 50 marks for writing capacity (writing skills test).A pilot study was conducted to validate the instruments .The results also showed that treatment enhanced the achievement level of the experimental group in English. The researcher has confirmed that liberating approach is connected with learning techniques and strategies; and it is recommended that teacher of English should apply liberating approach to improve writing skills of the students in the classes. The findings revealed that liberating approach is more effective as compared to banking approach (traditional) of teaching. It is recommended that the teachers should apply liberating approach of teaching in the classes in order to improve writing skills of the students.

Workplace Spirituality (WS) is recognized as inner state of individuals and an aspect of their working life. This study was conducted to evaluate the psychometric properties of Workplace Spirituality Scale (WPS) developed by Petchsawang and Duchon (2009) in Pakistani context school teachers. The participants for this study were 400 public school teachers. The present study was a quantitative research and cross-sectional survey design was applied. The data were collected personally by researchers and necessary guidelines were shared with the respondents.  EFA and CFA were applied to evaluate the psychometric properties of Workplace Spirituality Scale (WPS) in Pakistani context. The results confirm the four factors model (transcendence, mindfulness, compassion and meaningful work) and generalizability of WPS. Furthermore, statistical analysis established adequate reliability and validity of WPS. The modifications in this scale are mentioned, and recommendations for further research are discussed.