Purpose: Entrepreneurship is a creative skill, offers theoretical and practical information to support individuals’ economic growth in society. The research examines teachers’ expectations and awareness of developing entrepreneurship skills among young learners and defines the connection between play strategy and entrepreneurial skills in early childhood education (ECE). Methodology: The researcher employed a qualitative research approach. The population of the study comprised of ECE teachers. A purposive sampling technique was used, and twelve ECE teachers were interviewed from six different ECE Centers District East and Central, Karachi.  Thematic analysis was used to analyze the data. Results: Findings showed that teachers have very limited knowledge or don’t have an understanding of entrepreneurship. According to them, this skill is related to business, and it can be done only through heavy investment. According to teachers’ opinions, it isn’t easy to teach students about entrepreneurship skills in early childhood education. However, they also stated that students are trained in preschools through multiple exercises. The play method is one of the many strategies that improve social behaviors; collaboration, exploration, projects, problem-solving, decision-making, and innovation. Students develop positive social habits through entrepreneurship skills (ES). The research reveals the essential relationship between play strategy and entrepreneurship skills. The study advises that schools equip potential entrepreneurs with early childhood education and play strategy that teachers be qualified to build Entrepreneurship skills among children.  Applications of the study: The findings of the study promote and activate the curriculum makers, textbook developers, and policymakers to develop entrepreneurship modules that help teachers to enhance their pedagogical skills to promote entrepreneurship skills among young learners through play strategies.     The Novelty of the Study: This study checked the concepts of entrepreneurship education through play strategies at the ECE level. Besides this, teachers’ perceptions and understandings about entrepreneurship skills at the ECE level were also explored.

In this study, teachers' perceptions of leaders' inclusive leadership skills were examined to improve their work performance. This study employed a survey research design of a quantitative approach. A sample of 389 teachers of public universities of Sindh, Pakistan, was drawn through a stratified random sampling technique. This study revealed that the heads could play a fundamental role in teachers' job performance by facilitating need-based intervention based on teachers' capacities and innovative attitudes. However, the study findings suggest a shift in the university's organizational structure by listening openly and being accessible, available in diverse situations. Further, the null hypothesis was accepted that both genders have the same opinions about the level of inclusive leadership qualities and viewed that heads' Inclusive leadership (IL) style can enhance proactive behavior of faculty members. Researchers found the theoretical and practical implications for future studies.

Purpose: The study aimed to investigate the scope of cooperative learning (CL) as an alternate of traditional teaching methods in Pakistani classrooms and to examine the direct and indirect relationship between CL and social & academic gains through teacher feedback. The study also intended to survey students' opinions regarding the usefulness of the CL approach and to identify challenges that hindered its implementation at the tertiary level. Methodology: This study was a cross-sectional and mixed-method (Concurrent Dominant Status (Quan+qual) research design). Qualitative data was collected through Focus Group Discussion (FGD) technique, while quantitative data was collected through a questionnaire. Data were analyzed with the help of mediation analysis using bootstrapping approach. Results: Findings of Quantitative data analysis proved the significance of Cooperative Learning in terms of academic and social gains. Teachers` feedback had a significant mediating effect on the quality of students` group work. Qualitative data analysis revealed that students had a positive attitude towards the CL approach; however, students had few concerns regarding the group size, time, cohesion, etc. The study proposed using the CL method and teachers` feedback regularly during group assignments to improve students` academic and social gains. Application of this Study: The findings of the study promote the implementation and use of cooperative learning at the tertiary level in different subjects to increase students` academic gain and social adjustment. As Pakistan is situated in East Asia so in Pakistani teachers should adopt this teaching methodology which supports collectivism rather than individualism. The novelty of this study: The current study was unique by methodology as well as variables. The researcher adopted a mixed-method concurrent with Dominant Status (Quan+qual) research design. Researchers used teacher feedback as a mediating variable to assess CL's effect on learners' academic gains. Data was collected in three interims during the semester, and group assignments were given to students to intervene feedback with the CL.

The teaching occupation and the essential tasks and duties of teachers are necessary for developing every nation's human resources. The teachers are the pillar of our country, and without them, the standard of our education will suffer since teachers are the nearest to the human mind and are prime drivers of economic development. Therefore, educational administration and organizational factors play a pivotal role in making teachers motivated and satisfied to sustain their academic institutions' jobs and should focus on switching jobs frequently. This study examined the association between organizational and teacher retention in eight private secondary schools in Lyari town Karachi, Sindh Pakistan. The study formulated three objectives and hypotheses. The research design was a correlation—the population of the study comprised of teachers from schools. A random sampling technique was used, and a questionnaire was distributed among 200 teachers to collect data. Data were gathered using an instrument that was self-made with the help of literature reviewed and experts' suggestions. The questionnaire was validated and piloted. The Cronbach Alpha coefficient was determined. Ensure the reliability at 0.85, respectively. The Pearson correlation statistic was used to test the hypotheses. The findings reveal significant relationships between teachers' salary packages, teachers' workload, professional development opportunities, and teachers' retention in schools. Further, the study's findings reveal that educational administration and management align with government compensation policies regarding teachers' salaries and promotions and focus on their teaching workload and other fringe benefits.

The study aimed to explore headmistress, teachers, and students' perceptions about constructive feedback before and after the intervention. A true experimental research design was used for the intervention to measure the effects of constructive feedback. One headmistress and three Chemistry subject teachers were interviewed, and Focus Group Discussion (FGD) was conducted with five experimental group students before and after the intervention. A semi-structured interview schedule and FGD guidelines were used to collect the data. Data were collected twice to find out the differences in opinions/perceptions before and after the intervention. Results support that constructive feedback practices increase students' performance and motivation towards Chemistry. Students' self-efficacy and self-regulation skills also developed among students after the intervention. Constructive feedback was also found effective for the low-score achievers to increase their performance in Chemistry. It is recommended that constructive feedback should be incorporated in daily formative assessment practices in the classroom setting.