The study analyzed practitioners’ perceptions about professional learning practices at higher secondary level in public and private sector. The components of professional learning practices were teaching learning process, students’ development, teachers’ professional relationship and service, institutional development and personal and professional growth. The objectives of this paper focused on checking practitioners’ insights regarding above given components. The sample of the study were 633 practitioners. Major findings were that there was no major difference in perceptions of both sector teachers about teaching learning and students’ development. The practitioners of private schools showed more interest in professional relationship, institutional development, personal and professional growth. It is recommended that institutional administration may make it mandatory for practitioners to prepare professional teaching portfolio and may design professional development courses about building their competency in classroom management. The administration of public schools may plan professional learning communities and knowledge sharing societies through launching collaborative campaigns.

The institution has been forced to close and shift from face-to-face teaching toward online teaching due to drastic changes in the shape of COVID-19. The teachers are at the forefront of the institution to successfully implement this technological transition. This study aimed to explore faculty preparedness to adopt online teaching based on gender. A total of 220 samples are drawn from a population of 1200 at public higher education institutions situated in Rawalpindi and Islamabad.Readiness instruments were tested using Cronbach alpha reliability analysis. The accurate value measured by the Cronbach Alpha coefficient was 0.84. The study findings were, the level of preparedness in the context of performance Expectancy as high as the mean score was 3.41.level of preparedness in the context of Effort Expectancy was medium as the means score was 3.68.level of social influence was at a medium level as the means score was 3.28.level of facilitating conditions and Hedonic Motivation was low as compared to other factors as mean scores shown 2.58 and 2.28. according to the gender base analysis, the overall study found no significant differences in the analysis.

The current study investigates the student-teachers' sustainability consciousness in the Pakistan context. For this purpose, public sector universities in Rawalpindi and Islamabad region offering four years undergraduate teacher-education programs were selected. The population of the current study were all the 1259 student-teachers studying in these public sector universities. A total population sampling technique was utilized due to the limited number of student-teachers in these universities. Data were collected from 753 student-teachers on the sustainability consciousness questionnaire developed by Gericke et al. (2019). An independent sample t-test and one-way ANOVA were utilized to ascertain any difference in student-teachers' sustainability consciousness based on their gender and semester of study. The results suggest that there was a significant difference in student-teachers environmental and social consciousness. However, no difference was found in the economic consciousness among the student-teachers.

The study was conducted to explore teachers’ attitudes towards reflective practice in public and private sector at the higher secondary level. Objectives of the study were to investigate teachers’ attitude about the need for reflective practice in teaching and to explore teachers’ attitudes towards the use of reflective practice for understanding students’ learning difficulties. It was a descriptive study done in the Pakistani context. For this purpose, the researcher developed a questionnaire to find out teachers’ attitudes towards reflective practice. Data was collected through the stratified random sampling technique from 300 teachers teaching higher secondary classes of private and public sector higher secondary schools/ colleges. The analysis of the data was made by applying mean, SD (standard deviation), t-test and ANOVA (analysis of variance) through SPSS (statistical package for social sciences). The findings showed that teachers of both the public and private sectors did not realize the need for reflective practice at the higher secondary level for understanding students’ learning difficulties. It was recommended that teachers of the public and private sector may be aware of reflective practice through training programs. Strategies of reflective practice are supposed to be used by teachers in the teaching learning process. It is suggested that reflective practice may be mentioned in the syllabus of the training course. The findings of the presented study have implication for teachers and curriculum developers of professional development programs.