The Purpose of the study: This study investigated the relationship between students' anxiety and students’ engagement towards science in the presence of technology as a mediator. Methodology: For this research, data were collected personally through three different questionnaires for Students’ Academic Engagement, Anxiety towards Science, and Technology Attitude for Learning from the science students of 9th and 10th class at the secondary level. A total of 420 boys and girls participated in the study. The mediating analysis was performed in the Spss21 extension of Preacher and Hayes is used to analyse the data. Main Findings: Findings showed that technology attitude for learning significantly mediates the relationship between anxiety towards science and students’ academic engagement. The levels of students’ academic engagement and technology attitude for learning are higher in male students as compared to female students, whereas anxiety towards science is higher in female students. Similarly, the level of anxiety towards science is significantly higher in 10th class students as compared to students of class 9th. There is no significant difference in academic engagement and technology attitude for learning between 9th and 10th class students. Application of the study: The previous literature has shown the significant negative effect of anxiety on student engagement. While the present research exposed that technology significantly mediates the relationship between anxiety and engagement. It is concluded that technical assistance for science subjects can reduce anxiety and enhance student engagement towards science. Novelty/originality of the study: The integration of technology in the educational settings at the school level is not only crucial for students’ better academic performance, but also it can assist the teacher by introducing new innovative ways of teaching.

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Teachers are given a moral code and expected to follow the ethics while working in institutions. Monitoring authorities are responsible for observing the school teachers’ enactment of the professional code and take action against delinquents. The present study investigates professionalism as a moral code of secondary school teachers by a survey of their perceptions. A questionnaire and observation sheet were used as data collection tools. The sample of the study was forty schools and 120 teachers from Bahawalpur District in Pakistan chosen through multistage sampling. Results through mean comparison using a paired t- test indicated that the majority of teachers had insight about professionalism but did not practice it. It is therefore recommended that education departments should utilize this aspect in their teachers and deploy special mechanisms for the practice of professionalism.