The study investigated the association between emotional intelligence and academic success among undergraduates of Kohat University of Science & Technology (KUST), Pakistan. A sample of 186 students who were enrolled during the semester Fall 2015 to Spring 2018 was selected through a random sampling technique. A cross-sectional, descriptive and correlational research methods were employed in this study. A standardized tool “Emotional Intelligence Scale” was employed for the collection of information from the undergraduates. Cumulative Grade Point Average (CGPA) of the students was considered as academic success. Data were collected through personal visits. Statistical tools i.e., simple percentage, mean, standard deviation, ANOVA, Pearson’s product-moment correlation and multiple linear regression were employed to reach the desired research outcomes. The findings revealed that there was a strong positive relationship ( r = 0 . 880 ) between emotional intelligence and academic success among undergraduate students. The multiple linear regression analysis showed that self-development ( Beta = 0 . 296 ), emotional stability ( Beta = 0 . 197 ), managing relations ( Beta = 0 . 170 ), altruistic behaviour ( Beta = 0 . 145 ), and commitment ( Beta = 0 . 117 ) predict academic success of undergraduates positively. The findings suggest that the emotional intelligence of the undergraduate students may be further improved so that their academic performance may further be enhanced.

The purpose of the paper was to examine the effects of classroom physical environment on the academic achievement scores of secondary school students. All the students studying at secondary school level in Kohat Division, Pakistan constituted the population of the study. The study was delimited to the students of class 09 of Govt. High School Khurram (Karak). Forty students from class 09 of the same school were selected as sample through simple random sampling technique. The study was experimental in nature and therefore "Pre-test-Post-test Equivalent Groups Design" was used. Statistical data was collected through pre-test and post-test technique. Statistical tools i.e., mean, standard deviation and differences of means were calculated for each group. Significance of the difference between the mean scores of the experimental and control groups was tested at 0.05 level of confidence by applying t-test. After analysis, it was concluded that classroom favorable environment has a significant positive effect on the academic achievement scores of secondary school students. The students of experimental group showed better performance as compared to the students of control group. Based on findings, it was recommended that classroom physical environment should be well-organized, equiped and facilitated..

The purpose of the study was to examine the relationship between perceived occupational stress and psychological well-being among secondary school heads in Khyber Pakhtunkhwa. A sample of 402 secondary school heads (male n = 260, female n = 142) was selected through multistage sampling technique. A descriptive, quantitative and correlative research design was used. For gathering information from the participants, two standardized tools i.e., “Occupational Stress Index (OSI)” and “Ryff’s Psychological Wellbeing Scale (RPWB)” were used for measuring perceived occupational stress and psychological well-being respectively. For statistical analysis, mean, standard deviation, Pearson’s product-moment correlation and multiple regression were employed. The findings revealed that there is a strong negative correlation between perceived occupational stress and psychological well-being. Furthermore, moderate negative correlation was found between all the sub-scales of perceived occupational stress and psychological well-being. All the subscales of occupational stress except low status were found significant predictors and have negative effect on psychological well-being of secondary school heads. So, it was suggested that Elementary & Secondary Education Department Khyber Pakhtunkhwa should have a collaboration with policy makers to formulate a comprehensive strategy for stress reduction management for secondary school heads so that they may develop good psychological well-being and perform their duties effectively.

Emotional intelligence is extremely indispensable in functioning leadership positions as leaders wish everybody to fulfill his/her responsibilities and obligations effectively while job satisfaction has a direct association with the productivity and efficiency of an organization and also to individuals' success. Therefore, this cross-sectional study examined the relationship between emotional intelligence and job satisfaction among secondary schools heads in Khyber Pakhtunkhwa. For this investigation, a total of 402 out of 884 secondary school heads were taken as a sample using a multistage sampling technique. The study was correlative, descriptive, and quantitative in nature, and survey research designed was used for collecting information from the participants. Statistical tools, i.e. mean, standard deviation, Pearson's product-moment correlation, multiple linear regression, and analysis of variance, were applied. The findings showed that there was a moderate positive correlation between emotional intelligence and job satisfaction. Additionally, there was a moderate positive correlation between all the subdimensions of emotional intelligence and job satisfaction except emotional stability, where the correlation was also positive and the effect size weak. Furthermore, five dimensions of emotional intelligence such as managing relations, emotional stability, selfdevelopment, integrity, and altruistic behavior were found significant predictors of job satisfaction. Therefore, it is imperative to concentrate on those practices that promote emotional intelligence among secondary school heads.

The purpose of this research study was to investigate the effects of parental socioeconomic status on the academic achievement of secondary school students in District Karak (Khyber Pakhtunkhwa) Pakistan. The objectives of the study were: (a) to find out the effect of parental socioeconomic status on the academic achievement of secondary school students (b) to determine the effect of parental educational level on the academic achievement of secondary school students (c) to find out the effect of parental occupational level on the academic achievement of secondary school students and (d) to suggest workable recommendations for the enhancement of the students’ academic achievement. All the students studying at secondary school level in District Karak constituted the population of the study. The study was delimited to only sixty government boys’ high schools in District Karak. The study was further delimited to the students of 10th Class. In order to represent adequate representation of population, only 1500 secondary school students were selected randomly at the rate of 25 students from each school. The study was survey type and therefore the researchers decided to develop self-developed questionnaire for the collection of data. Pilot testing was conducted to explore the weakness, misconceptions and ambiguities of the questionnaire. After the conduction of pilot testing, final version of the questionnaire was developed and prepared. The researchers personally visited to the respective sample and distributed questionnaires among the participants. In this way data was collected. After collection of data, the data was organized, tabulated and analyzed. Chi-square and percentage were used for the statistical analysis of the data. After statistical analysis of data, the researchers concluded that parental socio-economic status; parent’s educational level, parental occupational level; and parental income level affect the academic achievement of students at secondary level. Therefore it is strongly recommended that unemployment should be controlled. Poor students should be provided scholarships, free books and other stationary. In addition, it is also recommended that government should take steps to raise socioeconomic status of people. KEY WORDS: Parental Socioeconomic status, academic achievement, secondary school students