This study examined the effect of incivility and role conflict on emotional exhaustion of teaching staff. Incivility was determined in terms of discouretous and neglecting behavior of family memebrs at home while immediate supervisors at workplace. Role-conflict refers to the interferences of family members during office hours. The study further examined the moderating role of gender in each proposed effect. For empirical analysis, primary data were collected from regular teachers of public sector universities of AJ&K through mailed questionnaires. To examine the proposed direct effects, Structural equation modeling (SEM) was applied in AMOS 24. Feasible measurement model was identified and selected with the help of confirmatory factor analysis (CFA). The study further applied PROCESS macro of Hayes (2013) in SPSS 24 to examine the moderating role of gender. The results show a positive effect of family incivility, family-workplace conflict, and supervisors’ incivility on emotional exhaustion of respondents. Interestingly, the moderating role of gender was not observed for all three cases. On the basis of these findings, different policy implications were presented and discussed.

Quality of education furnishes learners to develop intellectual capabilities, knowledge, skills and to contribute information of respectful, enlightened and peaceful democratic societies in order to uplift the sustainable well-being of individuals. The aim of secondary education is to build individual intellectual capabilities. There have been no serious and integrated efforts to develop an effective system of quality assurance for secondary education though, certain efforts have been made to improve certain aspects of school education. The aim of the article is to collect the opinion of Executive District Officers (EDOs) about quality assurance in education in the area of teachers and learners at secondary level. The research instrument was developed, validated through experts in the field of education, and reliability (internal consistency) was found through SPSS. Results of this study showed that teachers had mastery over the subject but did not have competency in pedagogical skills

In this article we report on the association between teacher feedback and scholastic attainment at Secondary School Certificate (SSC) level in Pakistan. The study was conducted with data collected from Pakistani secondary school teachers and students through a survey study using multistage sampling. The objectives of the study were (1) to explore the possible differences in the effect of feedback by male and female teachers on the academic achievement of students in large, medium, and small secondary schools; (2) to compute the relationship of teacher feedback on the scholastic accomplishment at secondary level. The research instrument (questionnaire) with 14 closed-ended statements was developed, validated through experts in the field of education, and internal consistency of the tool was measured using the Statistical Package for Social Sciences (SPSS) – the calculated Cronbach Alpha was 0.814. Two hypotheses for the study were formulated and tested by using non-parametric statistical tests in order to achieve the objectives of the study. The results show that teachers’ feedback during the teaching-learning process has a positive association with academic achievement of students. Furthermore, formative feedback, diagnostic feedback, gestural feedback, immediate feedback and feedback on classroom discussion are used to overcome the behavioural and learning issues of low and high achievers. The findings of the study suggest that variety in teacher feedback techniques during the teaching-learning process should be promoted to enhance the quality of students’ academic achievement.