The study aims to investigate authentic leadership attributes (ALA) and its relationship with classroom management. The objectives of the study were to investigate ALA of the university leaders and teachers; and to measure the relationship between ALA and classroom engagement at university level. 6975 university leaders and teachers constituted the population of the study. The selected sample of the study was 967. The mixed method approach (convergent parallel design) was employed to collect information from the sample through modified form of Authentic Leadership Questionnaire (ALQ) developed by Walumbwa, Avolio, Gardener, Wernsing and Peterson (2008); and in-depth interviews. Analysis was done with Mean, STD, Pearson's rank correlation and thematic analysis. The r value between authentic leadership attributes and classroom management in public sector universities is (r = .355) which shows medium relationship while (r = .519) shows large correlation in private sector universities which are highly significant as shown by the significant level (.000). These values show that relationship between ALA and classroom management in private sector universities is higher than public sector. It was found that r value (.426) which was significant at .000 showed significant medium correlations between ALA and classroom engagement at university. Based on the results, it is recommended that it may be well to conduct a research study on the authentic leadership at primary, secondary and higher secondary level, both at private and public sectors as these areas are in great need of authentic leadership because these sectors suffered a lot due to the unethical attitude of the leaders.

The study aims to explore the authentic leadership attributes (ALA) and its impact on the followers’ authentic leadership development (FALD). The objectives of the study were to investigate authentic leadership attributes of leaders, find out existing position of followers’ authentic leadership development and measure relationship between authentic leadership attributes and followers’ authentic leadership development at university level. The population of the study was 6975. The sample of the study was 967. The mixed method approach was used to collect information from the sample through modified form of ALQ developed by Walumbwa, Avolio, Gardener, Wernsing, & Peterson (2008) and in-depth interviews.  Analysis was done with Mean, STD deviation, Pearson’s rank correlation and thematic analysis. It was found that r value (.513) which was significant at .000 showed significant positive large correlations between authentic leadership attributes and followers’ authentic leadership development at university level.

The drive of the study was to investigate gender and sector-related differences of emotional-social intelligence of university teachers. The objectives of this research work were to; examine the emotional-social intelligence of university teachers, find gender-related differences in the emotional-social intelligence of teachers, and to assess sector-related differences in the emotional-social intelligence of university teachers. A mixed-method approach was followed to gain the objectives. Teaching faculty and learners of four universities of Khyber Pakhtunkhwa were the targeted population of this research work. 100 teachers and 350 students were taken through simple random and judgmental techniques. Data were collected from the respondents through Questionnaires and interviews, the collected data were then analyzed through descriptive and inferential statistics. Considerable differences in males and females were noticed between Emotional Social intelligence (ESI) of teachers, while very small differences were found in sector related.  It is recommended that teachers may provide trainings, workshops, and awareness seminars on emotional-social intelligence to enhance the effectiveness of their instruction and to reduce the intentional and unintentional emotional abusing practices in the classroom.

The study aims at to explore the authentic leadership attributes (ALA) and its impact on pedagogical development. The objectives of the study were to investigate ALA of leaders and measure relationship between ALA and pedagogical development at university level. The population of the study was 6975. The sample of the study was 967.  The mixed method approach was used to collect information from sample by using modified form of ALQ developed by Walumbwa, Avolio, Gardener, Wernsing, & Peterson (2008) and interviews.  Analysis was done with percentage, Mean, STD, independent sample t-test, Pearson’s rank correlation and thematic analysis. It was found that r value (.426) which was significant at .000 showed significant positive and average level correlations between ALA and pedagogical development at university level. It is suggested that followers may be involved in positive activities and be provided more leadership opportunities for the achievement of organizational goal and personal development.

The study aims to investigate Induction training under the umbrella of PITE and its relationship to the professional development of newly appointed teachers. Main objectives of this paper were to ascertain the induction program of PITE and identify correlation of induction training programs with teachers’ professional development. The population was 14856 trainee teachers. The sample was selected through simple random and convenient sampling techniques [n-594+14].  The mixed-method methodology was adopted to gather data from the unit of analysis through questionnaire and interviews.  Descriptive and inferential statistics were employed for quantitative data and thematic analysis for qualitative data. Large correlation was noted with r-value (.621) showing significance of induction training program with professional development of newly appointed teachers at primary and secondary levels. It is suggested that PITE and RITEs may be involved in providing training occasions for the skilled improvement of newly hired teachers for the achievement of organizational goals.