In a wide range of educational contexts, active participation and involvement are both essential elements for the student success. The ability of students to connect with material they are studying critically and effectively while also engaging in dialogue with their teachers and classmates is the vital skill that must be developed and refined in classroom. It has consistently been stated that most students are inactive in class, despite importance often attached to participation. The research shows how teachers' behavior influences students' participation in the class. The population of present study was the University of the Punjab as it is the most exceedingly massive University of the Punjab and have the students of all locations of Pakistan. By adopting the random sampling approach, at cessation sample of 570 respondents was drawn. The pre-testing of instrument showed that it is reliable. The collective data were analyzed over utilizing SPSS. Results of present study suggested, to enhance class participation teachers should deport positively and eliminate all those elements from their edification methodology that have negative effect on class participation.

This qualitative study explores the issues and challenges faced by childhood early teachers in Punjab, Pakistan, in relation to their professional motivation and early childhood teacher education. Phenomenological research design was employed to explore subjective experiences of early childhood teachers in relation to the research problem. A purposive sample of early childhood teachers who have experience teaching in early childhood education setting in Punjab, Pakistan was selected for the study. Semi-structured interviews were used as the primary method of data collection. A qualitative content analysis was employed to identify the themes and patterns within the data through NVIVO 14 software. The study found that early childhood teachers in Punjab, Pakistan face a range of challenges that impact their professional motivation, including inadequate training and professional development opportunities, low salaries, and a lack of recognition and support from the parents and the wider community. The study highlights the need for policy makers in Punjab, to address challenges faced by teachers and to provide them necessary support & resources to enable them to provide high-quality early childhood education.

The private tutoring has become a widespread phenomenon in Punjab, Pakistan. The study examines the growth of private tutoring in Punjab, Pakistan, and its impact on parents' financial burden and credibility of the education system. Study followed an interpretive paradigm. The research design used for this study was phenomenological approach The research involves semi-structured interviews with 50 parents, and qualitative content analysis was used to analyze data. NVivo-14 software was used to identify the themes form data. The findings show that private tutoring is driven by the inadequacies of the public education system, peer pressure, and the perception of private tutoring as competitive advantage. However, parents perceive the financial burden of private tutoring as a significant concern. The results offered significant information for reaching the desired leading conclusion followed by certain recommendations. The study recommends that the government address the inadequacies of the public education system, regulate private tutoring, and enhance professional development of teachers.

The primary goal of the current study was to investigate how teachers' performance was thought to be impacted by the teacher evaluation process at Lahore's public and private universities. The research examined current issues or difficulties with the teacher evaluation system. Nature of this research was quantitative and survey method was applied to conduct this research and university teachers from all the HEC recognized “general category” public and private universities of Lahore, were target population. Sample was collected from three public and three private general category universities of Lahore through convenient sampling technique. A structured 4-point Likert-type questionnaire was designed. Descriptive and inferential statistics were conducted using SPSS version 25. The structural equation modeling was performed using the Analysis of Moment Structures version 20.0. (SEM). Findings revealed more issues with public institutions' teacher evaluation processes, tools and methodologies, student perceptions of the teacher evaluation, and evaluation results. Due to its poor execution, lack of teacher evaluation approaches, and failure to provide timely feedback, teacher evaluation has little impact on teachers' performance at the public sector universities.

This study aimed to know students' perceptions regarding teachers' teaching practices at university of Lahore. The study utilized a qualitative research paradigm and approach. The data was collected through semi-structured interviews, which were analyzed using qualitative content analysis. Study's results revealed that students had varied perceptions regarding teachers' teaching practices at the university of Lahore. The students felt that effective communication was essential for the positive learning experience and that teachers who were approachable and open to the feedback were likelier to create the positive learning environment. Students appreciated interactive teaching methods such as group discussions, role-playing, and case studies, which helped to keep them engaged and motivated. Additionally, study found that teacher-student relationships were important for students, as they felt that teachers who showed care and interest in their success were more effective in promoting learnings. Lastly, the students perceived that teachers adaptable to diverse learning styles and needs were more effective in facilitating learning Furthermore, the teachers should strive to develop positive teacher-student relationships and be adaptable to diverse learning styles and needs.