This research was aimed to study the curriculum of English Textbook Grade-VIII in the Khyber Pakhtunkhwa province of Pakistan. A qualitative approach was adopted to study the textbook with gender perspectives. Gender presentation in school textbooks is a newly emerging field of study in academia. The ministry of education clearly states that "efforts will be made to eliminate gender bias in textbooks and curriculum" (Ministry of Education 2003b, 22). There is still a lack of practical application for gender equity in schooling tackling the obstacles in the way of such goals (Khalid and Khan 2006; Khan 2007). This study used the two main themes 1. Nature of narrations and 2. Sensitivity of illustrations. Nine steps were taken in this research process. All the themes and sub-themes have a male dominancy though the 1973 Constitution of Pakistan has claimed to remove the gender disparities. , it is clear that schools textbooks promote the gender biased approach because men are shown in powerful, prestigious, well reputed and respectable jobs and women are shown in less visible and less valued positions. It was suggested that to improve feminine visibility, the government, the textbooks boards, and the directorate of the curriculum should assure the equal distribution of contents between the genders in Pakistan.

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The provision of quality teachers by teacher preparation programs determines the quality of education in schools. The study aimed to define pre-service teachers' beliefs about teacher education and include recommendations for improving teacher education, given the importance of teacher education for the quality of education in educational institutions. The study included 45 pre-service teachers from Shaheed Benazir Bhutto University's education department in Dir Upper, Khyber Pakhtunkhwa, Pakistan. A total of 30 people were chosen for inclusion in the analysis using a purposive random sampling method. A questionnaire was developed, validated, and piloted to ensure its accuracy. The information was gathered using self-administered questionnaires and evaluated using mean ratings, standard deviation, and the chi-square significance test. The study found that pre-service teachers in the institute are satisfied with their needs and demands through teacher education, that teacher education curricula are tailored to the needs of pre-service teachers, that subject content courses are appropriate, that the scope of teaching practicum is broad, that training is linked to practical school experiences, and that school management courses are offered. The pedagogy courses help pre-service teachers improve their teaching skills, and they receive adequate training in evaluation methods. There are also quality academic research activities. The study suggested that pre-service teachers attend orientation sessions to learn about their needs and demands, which could be met through teacher preparation. Teacher education curricula are revised to provide more realistic exposure to the school's atmosphere and activities.

Secondary schools are educational establishments tasked with preparing students for postsecondary education and professional professionals for professions. Principals are the primary stakeholders entrusted with administrative positions in secondary schools to meet society's demands and provide quality education to students. The study aimed to examine the administrative function of principals in secondary schools in Mardan district, Khyber Pakhtunkhwa, Pakistan, in light of their organizational role at the secondary level. The study's goals were to look at the administrative position of secondary school principals and suggest methods for more effective secondary school administration. The research included 20 government male high school principals from the Mardan district. Easy random sampling was used to pick the study sample of 100. A reliable instrument was developed, validated, and pilot tested. The information was gathered using a unique administration instrument and evaluated using mean scores, standard deviation, and the chi-square test. The study discovered that principals play a primarily administrative function in high school administration. They develop the school's vision and mission, provided school facilities, organize the teaching-learning process, plan co-curricular activities, supervise school activities, identify students' needs and demands, maintain the school's records, ensure financial management, collaborate with parents and society, coordinate with educational authorities, track, and evaluate the school's activities. For effective secondary school administration, the study proposed providing instruction for new principals at the time of admission and capacity building for current principals in financial management, record keeping, staff management, service law, and ICT skills.