Readiness is the prerequisite for the effective learning process among school students. Its absence can hinder the learning of the students and schooling as a whole. The purpose of this study is to examine the contributions of gender in learning readiness.  This study is based on the cross-sectional survey design and it employed purposive sampling to gather data from 400 students via questionnaire. Then, the data were analyzed employing both descriptive and parametric statistical measures, particularly independent sample t-test.  In the meantime, the researcher has incorporated the social capital theory for discussing the results. The derived result reveals that all dimensions (student, school, and family) elucidated the high level of learning readiness among students.  Likewise, gender makes significant contributions in learning readiness and its dimensions due to variation in the influences related to the existing social capitals among students.  Finally, it is wrapped up that without gender equality, the enhancement of learning readiness is not possible.

The conscientiousness and motivator factors are the fundamental concerns of the organizational behavior among TVET school settings. Taking into an account, this study intends to assess the level and examine the influences between conscientiousness and motivator factors among TVET teachers. For these purposes, the researcher employed the post-positivist paradigm with cross-sectional survey approaches and collected information via a questionnaire from 302 TVET teachers under different clusters. Then, the information was analyzed via descriptive and inferential (e.g. correlation and regression analysis) statistics, and further discussed the obtained results by incorporating the social capital theory. This study explored the high conscientiousness and moderate level of motivator factors, and positive correlation between them among teachers. Furthermore, the increment in conscientiousness contributes to enhance the motivator factors and vice versa. The boosting of conscientiousness and motivator factors collaboratively increased the work performances and finally increases the academic achievements of the school.

Child safeguarding strategy and school readiness are crucial for creating a safe and sound learning environment in schools. In this context, this study intends to assess the influence of child safeguarding strategy on school readiness. So, the researcher carried the cross-sectional survey as the research design and adopted the self-administer questionnaire to collects data from 393 primary level school teachers from the Bagmati province of Nepal. After gathering data, the linear regression model was employed to analyze the data for obtaining results. This study obtained the significant relationship between child safeguarding strategy and school readiness. In the line with this result, school readiness is highly contributed by child safeguarding strategy in school settings. Overall, it is settled that ensuring child safeguarding strategies like policy, people, procedure, and accountability are essential for promoting school readiness. Thus, the child safeguarding strategy is necessary to establish a safe and sound environment for learning, which is also the motto of school readiness.