Mathematics plays a leading part in day-to-day life and has enhanced a necessary component for human accomplishments. Students from many countries do not reach the expected level in mathematics. Therefore, it is essential to pay close consideration to the causes related to ability in mathematics. Mathematics attitude is considered as one of the critical variables in the process of mathematics learning. This study aimed to determine students’ attitudes and achievements through problem-based learning in mathematics. The selected study group contained 600 students and 35 teachers from rural public secondary schools in District Rawalpindi, Pakistan. The data collection was done using questionnaires from students and teachers and collected data analyzed by SPSS 23 and Amos 23. This study’s result was carried out using Partial Least square structural equation Model (PLS-SEM), descriptive analysis, and hypotheses testing. The outcomes in this study indicated that the mean fluctuated between 1 to 4.5, 3.71 to 4.20, and Std. Deviation fluctuated between 0.6 to 2.0 and 0.75 to 1.55 in the students and teacher models, respectively. The results of the PLS-SEM students’ model show a negative attitude towards mathematics. The teachers’ PLS-SEM model showed the Effects of using problem-based learning (PBL) on students’ achievements. According to the hypotheses testing, the acceptance of hypotheses by stating that the Confidence in Learning Mathematics Scale (C), Value of Mathematics Scale (V), and Student Mathematics Motivation Scale (M) are significant effects for the Students’ Attitude Toward Problem-Based Learning (ATPBL). But the Attitude Toward Enjoyment in Mathematics Scale (AE) was rejected, and it did not significantly affect the ATPBL. As well as, the Problem-solving learning and students’ achievement (PLA), Advantages of problem-solving learning (APL) and Difficulties in using problem-solving learning (DPL) have a significant positive effect on the ATPBL. Finally, this study suggested that teachers also adopt new teaching methods corresponding to mathematics, and there is a need to explore particular mathematics skills to enhance students’ learning abilities.

Leadership plays a significant role in the performance of individuals and organizations. This paper investigates the impact of leadership styles on the innovative performance of female leaders in Pakistani Universities using a survey approach. This paper aimed to (a) discover a leadership style practiced by females and (b) discover the relationship between leadership style and the innovative performance of female leaders. Several female leaders, including faculty members, heads of departments, deans, coordinators, and directors, from public and private universities of Punjab (a province of Pakistan), were involved in this study. A sample of one hundred female leaders was selected using a multistage sampling method. In the first stage, five public and five private sector universities were selected through a simple random method. In the second stage, ten female leaders (five from each of the social science and basic science departments) were selected from each university through a purposive sampling method. The researchers adopted a reliable instrument to collect the survey data. The collected data were analyzed using SPSS (Version 26). Mean scores and Pearson correlation coefficients were used to discover the relationship between various variables. The investigation revealed that most female leaders practice the transactional leadership style in their universities. This study also discovered a moderate positive relationship between both leadership styles, namely transactional and transformational, and innovative performance. The study recommends that various workshops and seminars may be conducted to increase the practices of both leadership styles to enhance innovation in Pakistani Universities.

The pursuit of education for sustainable development (ESD) integration is imperative for appraising the implications and progress of the educational plan. Teachers are critical agents in delivering sustainable development content in formal education.Consequently, understanding the teachers' perspective is necessary for integration. This study analyses teachers' insights on integrating education for sustainable development. The teachers filled out a questionnaire concerning sustainable development, and data analysis revealed that teachers have positive awareness, poor attitudes and a detrimental state of behaviour towards sustainable development. The four focus group discussions were conducted to congregate teachers' perspicacity for sustainability education integration. The participant perceived reform in student-teacher curricula, teacher's training programs, and embedding sustainability-related subject content as an elementary enabler. They emphasised the vitality of administrative inputs and the government's role in successful integration. Three interlocking (educative, administrative and government) dimensions were advocated for sustainability integration in the school educative process.

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