<p>The main purpose of this study was to get an insight about teachers’ classroom<br />management strategies and explore the gender differences among teachers’ classroomstrategies. The present descriptive study was quantitative in nature andmethod was used. All the teachers, teaching in different Islamabad Model<br />Schools for Boys and Girls, Islamabad (Urban Sector) constituted the population of the. Data were collected from a sample of 126 secondary school teachers, teaching in 10 different Islamabad Model Schools for Boys and Girls, Islamabad, Pakistan. Data were collected via Classroom Management Inventory (CMI), developed by the researcher, keeping in view the Pakistani context. As a result of pilot study, reliability test of the questionnaire reflected 0.947 value of Cronbach’s Alpha, which showed the high reliability of the instrument. From the findings of the study, it was concluded that teachers’ gender affects their classroom management. Female teachers exhibited more classroom management skills on four out of six dimensions of classroom management<br />than the male teachers. Classroom management being a challenging and complex task, demand knowledge and skills on the part of teachers. It is recommended that teacher trainings should contribute to such endeavour, keeping in view the gender differentials. </p><p><strong>Keywords:</strong> gender, differentials, classroom management, strategies</p>

The purpose of this study is to analyze the relationship among Person Organization Fit (POF), Organizational Commitment (OC) and Knowledge Sharing Attitude (KSA). The paper develops a conceptual frame based on a theory and literature review. A quantitative approach has been used to measure the level of POF and OC as well as to explore the relationship of these variables with KSA & with each other by using a sample of 315 academic managers of public sector institutions of higher education. POF has a positive relationship with OC and KSA. A positive relationship also exists between OC and KSA. It would be an effective contribution in the existing body of knowledge. Managers and other stakeholders may be helped to recognize the significance of POF, OC and KSA as well as their relationship with each other for ensuring selection of employee’s best fitted in the organization and for creating and maintaining a conducive environment for improving organizational commitment and knowledge sharing of the employees which will ultimately result in enhanced efficacy and effectiveness of the organization.

Self-regulated learning (SLR) has been recognized as a pivotal antecedent of students' effective learning and academic achievement. A self-regulated learner can independently and effectively plan for learning , choose and use appropriate learning strategies and reflect and monitor learning progress. Self-regulated learning, for learners in general and for distance learners in particular, is inevitable for effectual learning process. Present study was focused to explore up to what extent distance education system is successful in fostering self-regulated learning among learners at higher level. An attempt was made to highlight the strategies used to foster self-regulated learning and students perceptions about effectiveness of these strategies. Views of teachers of distance education system were also sought to disclose their level of sensitivity, awareness and preferences for endorsement of self-regulated learning among students. Students of MS/M.Phil Secondary Teacher Education enrolled in Spring 2011 were taken as sample for the study. Focus group discussion and interviews were used as the tool for data collection. Data analysis revealed that teachers were very concerned about development of the skills required to regulate one's own learning among students of MS/ M.Phil program. Students considered the selflearning activities, assignments, presentations and reflection activities as very effective ones for transforming them into self-regulated learners. Moreover teachers were familiar with the potential factors that influence learners' ability to self-regulate their learning, in this context they suggested that more interactive course material and technology based assessment exercises can prove to be remarkable milestones on way to this destination.

Teaching learning process, being complex, social, dynamic andinteractive in its nature, is prone to be affected by the psycho-sociallearning environment present in the classrooms. This study wasconducted to explore the prevailing psycho-social learning environmentand its relationship with students’ academic achievement at elementarylevel in District Attock. The population consisted of all the elementaryteachers of Mathematics for 7th Graders of public schools in all six subdistricts of District Attock. Three sub districts (Jund, Hassan Abdal, andPindi Gheb) were selected through cluster sampling technique. Twohundred and twelve mathematics elementary teachers were included inthe sample. For observation, purposive sample was further delimited to25% of the sample of the study. Thus, classrooms of 53 teachers wereobserved. An observation sheet based on three scales of ‘What IsHappening in the Class?’(WIHIC) questionnaire was used for datacollection, while academic achievement of 7th graders was assessedthrough the marks of quarterly exams. Collected data were analyzedthrough SPSS by mean score while Pearson “r” was used to find therelationship between psychosocial environment and academicachievement and standardized regression weights “β” was also appliedto find the effect of psychosocial environment on academic achievement.The findings revealed that most of the elementary classrooms werepsychosocially desirable and were found to be Task oriented andCooperative while Involvement was also found significant at elementarylevel. Positive and significant relationship between psychosociallearning environment and academic achievement was also found.

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