Purpose:  The purpose of this research is to evaluate the success of the closed-loop E-waste supply chain operations, primarily focused on achieving sustainability objectives related to the manufacturing, distribution, reusing, and discarding of electrical components. Methodology: The supply chain operations reference model offers suggestions and benchmarking tools to monitor the performance of supply chains and enhance the processes. This study illustrates a conceptual framework to show how these standards could be used in the E-waste supply chain to link business processes, metrics, industry standards, and technology to enhance the relationship and coordination between the supply chain members and to increase sustainability throughout the supply chain. Findings: According to an assessment of the literature, insufficient attention has been paid to the SCOR model's sustainability criteria. Consequently, in the wake of portraying the structure of the Supply Chain Operation Reference model, we make sense of which credits should be included in the Supply Chain Operation Reference to reflect manageability and which cycles and practices are related to every standard or should be remembered for Supply Chain Operation Reference to lay out the connection between execution, cycles, and practices. Conclusions: When a company's supply chain has achieved a desirable degree of eco-friendliness in all regards, its performance will be improved and satisfactory from a sustainability perspective

Job satisfaction is the fundamental factor to enhance individual job performance. The teacher's performance affects the optimum level of university students learning and development. The main purpose of this research is to analyze the impact of job satisfaction on individual teachers' performance in public sector universities in the Sindh province of Pakistan. The empirical data was collected through structured questionnaires. A sample of 500 working faculty members was chosen and a structured questionnaire was distributed among them. KMO is 0.653. The reliability of scales is above 0.7. A single Harman test suggests 14% variations in 1st factor. Component matrix applied for the relationship among items. Findings suggest that compensation (β= 0.293, p=0.000), promotional opportunities (β=0.128, p=0.046), work environment (β=0.112, p=0.015), training opportunities (β=0.136, p=0.034), relationship with supervisor (β=0.223, p=0.000), nature of work (β=0.274, p= 0.000) and performance appraisal (β=0.139, p=0.000) are found conducive to enhancing individual performance but workgroup (β=0.185, p=0.057)has no impact in the enhancement of individual performance. It demonstrates that job satisfaction is a significant element in improving individual performance. Job Satisfaction policies should be developed by management to maintain the contentment of their teachers. The hygiene components of Herzberg's theory should be thoroughly studied and implemented in public sector universities to improve job satisfaction and maximize teaching performance.