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Secondary school teachers have repeatedly ranked disruptive behaviour as one of the most serious hurdle in effective teaching learning process in the classroom. It has also been reported that the students in public schools feel insecure due to lack of effective disciplinary measures and probable for aggression and unpleasant situation. Teachers are often not well prepared to manage classrooms' discipline. The present study aimed to investigate the types and causes of disruptive behaviour in classroom at secondary level. Teachers who were teaching in the secondary schools of Khyber Pakhtunkhwa constituted the population of the study. Five hundred (500) teachers were taken as sample, using multi-stage random sampling method. A questionnaire was developed on five point Likert Scale and was distributed among the sampled teachers and collected their responses regarding the types and causes of students' disruptive behaviour in classroom. Some of the types of disruptive behaviour were reported unanimously reported by most of the teacher however a significant deviation has been reported. It is recommended that the disruptive behaviour of students of secondary schools in Pakistan needs an extensive attention of educators, policy makers and the government to address this area for quality education in the country. For this purpose proper trainings may be arranged for administrators and teachers to equip them regarding disruptive behavior and classroom management.

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The present study aims to highlight the issue with a specific reference of the information professionals about "English language as a barrier" in their research productivity. It further explores how information professionals acknowledge the challenges related to language barriers and to know their training needs to learn the (four) skills of English. The researchers proceed with a brief history of English as a "lingua franca" and how it turned out to be a barrier in the path of researchers belonging to information professionals. Survey method of quantitative research approach is used to probe out the issue regarding how the language can reduce the research productivity. A structured questionnaire was developed to conduct the research. Through convenient sampling technique, 357 information professionals, librarians and LIS research students were selected as sample and accessed to collect the data. Only 258 (72%) valid responses were received and considered to obtain the results. The study found that English language is a huge barrier for the research productivity of the respondents. The respondents also agree that there is positive relationship between training to learn English language and the research productivity. Respondents need training for all in four skills like reading, speaking, writing and listening. The results also show significant difference in language as a barrier based on gender, qualification and type of institute. The study also reveals that with the help of training sessions, the research productivity can be increased. This study will help the LIS schools to revise their syllabus as per need of the stake holders. Professional associations, policy makers and students can address this issue on professional and academic platform to overcome the language gap and deficiencies. The present research also put a stress to make English language as a mandatory part of the curriculum to increase the research productivity among information professionals.

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