This study investigates men’s understanding, beliefs, experiences, and responses about domestic violence; their personal consciousness about gender relations, notions of masculinity and patriarchy; and their views about marriage and domestic violence. Men still subscribe to very patriarchal views about the contexts of marriage, family, and society. These three sets of main findings are analysed together to establish connections and inter-relatedness between them that lead to further findings about their attitudes and responses to domestic violence. This also provides inferences about the acceptance and tolerance of domestic violence amongst Pakistani rural men. Methodologically, this study is based on qualitative (inductive) method by its nature, where N=15 - male respondents who ranged from 18 to 65 years age have been interviewed from rural taluka Khair Pur Nathan Shah Dadu, Rural Sindh, Pakistan, while employing (Non-probability) purposive sampling with phenomenological approach. The perception and notion of men for committing domestic violence is as a part of their socio-culture beliefs. Besides, this also comprises men’s positive behavioural responses to domestic violence inside and outside of family in rural Sindh, which needs to be re-addressed through the social counselling and demands to be highlighted its impacts on society in general and particularly on women.

This paper is based on literature review discuss the philosophical underpinning like epistemology and ontological frameworks of theoretical and philosophical perspectives. These are usually known and referred as paradigm in the field of research, that we simply identify them as a worldview or a set of assumptions about how things work. Paradigms are comprehensive framework of the beliefs, experiences and beliefs of numerous theories and research practices, which are extensively used in the research process. Basic questions like epistemology tries to answer that what is true or what does distinguish the authentic knowledge from the false and (inadequate) knowledge. This gives birth to basic questions that what is truth, and what counts the knowledge? What is the relationship amongst researcher and what is the already known? How do we come to know? Whereas ontology is oriented the nature of social realism and the things which exist, such as settings of their reality of relationships amongst the objects. The paper argues that phenomenological approach or strategy of inquiry is one of the best approaches in the qualitative research study.

This study was conducted to analyze the impact of teacher acceptance or rejection on the study habits and academic achievement of school students. The sample of two hundred students of the tenth class was recruited from the Government schools of Hyderabad city. The age of the participants was 15-17 years. Data were collected after taking permission from the school administration and parents. Study habits inventory (SHAI) and teacher acceptance-rejection scale (TARQ) was administered to the participants. It was assumed that perceived teacher acceptance-rejection would be correlated significantly with the study habits of the participants. Further assumed that low academic achievers would score higher on teacher aggression, neglect and rejection as compared to high academic achievers. Gender differences in the perceived teacher acceptance-rejection were also assumed. Results indicated a significant negative relationship between teacher aggression, neglect, rejection and study habits of the students. Low academic achievers perceived teachers as more neglected and aggressive as compared to high achievers. High academic achievers perceived more teacher warmth and less neglect than low achievers. Gender differences also found in terms of teacher acceptance-rejection, female school students perceived more teacher’s warmth, whereas boys perceived teachers as more controlling than the girls. These findings are helpful to understand the importance of the role of the teacher during schooling specifically. The implication of the findings pointed out the importance of teacher training at the school level especially to make them better able to build a strong and positive relationship with students because it, in turn, influences the study attitudes and achievement level of students.