<p>Language forms the medium of communication through verbal and nonverbal means which help to develop understanding. The communication and pedagogy are part and parcel of each other as well as the teaching process. The aims of teaching could not be achieved without better communication between teacher and students. The present study was thus planned to analyze the effect of PEELI (Punjab Education and English Language Initiative) training on communication skills of primary school teachers. The findings showed that the educators recruited in 2017 and 2018 have found PEELI interesting and innovative. Listening, speaking, reading and writing are the four dimensions of communication. PEELI training has assisted them in enhancing speaking and writing skills of learners. However, they feel difficulty in developing and interacting learners in listening and reading. They look for more modules and sessions to be organized to cover all the four aspects of communication to develop better interaction with learners. It is recommended to overcome the drawbacks in future training policies thus to bridge the communication gaps between teachers and students of primary schools.</p>

The study focused on certain factors influencing the effectiveness of Heads of Departments in public sector universities. The researcher developed a questionnaire to measure the determinants and the effectiveness was measured by Leadership Practices Inventory LPI. A sample of five hundreds teachers from twenty one randomly selected universities participated in the study. Regression analysis of the collected data was made to answer 'How well the selected factors influence the administrative effectiveness of Heads of Departments (HoDs)'. It was found that all the selected factors are positively correlated with administrative effectiveness. Personality Traits proved as strongest determinant followed by organizational climate with significant predictive powers.

Major objective of the current study was to find out the relationship between aggression and psychological adjustment among college students in district Faisalabad. Ten colleges (male=5 and female=5) were randomly selected from the population as sample. One thousand students (male=500 and female=500) were approached conveniently. Data were collected using two instruments: Adults Psychological Adjustment Survey (APAS) and Aggressive Behavior Scale (ABS). Descriptive statistics and pearson r were used to analyze the data. Findings indicated above average level of aggression and below average level of psychological adjustment among college students and a significantly positive relationship between aggression and psychological adjustment. As the level of aggression increases, it weakens the psychological adjustment. All the sub factors of aggression are significantly correlated with sub factors of psychological adjustment. It is recommended that during admission process, students’ aggression and psychological adjustment must be considered in addition to academic qualification.

Major purpose of the current study was to examine the prevalence of global citizenship skills among university students in Pakistan and its relationship with their identity orientations. Three indicators of global citizenship including social responsibility, global competence and global civic engagement were accepted to execute the research objective. The study followed four aspects of identity orientations including personal, social, collective and relational orientations. 324 students enrolled in selected Pakistani public sector universities participated in the study. Aspects of Identity Questionnaire (AIQ-IV) developed by Cheek and Briggs (2013) and global citizenship scale developed by Morais and Ogden (2011) were adapted as research instruments to collected the required data. Results show the prevalence of global civic engagement and social responsibility is comparatively lesser among the participants than other global citizenship skills. The students supported all four types of identity orientations. The study concludes that the four identity orientations have significant and direct associations with major global citizenship skills.

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