Reassessment and interpretation of gender dynamics in the current social order has been prevalent theme within gender discourses. The yoke of subordination borne by women as readers, writers or fictional characters in the patriarchal pyramid occupies a central space across the whole spectrum of debates. This study utilizes a qualitative mode of inquiry which is centered on textual analysis. The present study evaluates the instances of gender subjectivity and patterns of subjugation within the textual arena invested with hegemonic ideologies as depicted in the novel The Portrait of a Lady by Henry James. The paper employs feminist critical discourse analysis as a tool to analyze The Portrait of a Lady by Henry James in order to dissect the underlying ideologies present in the Victorian time period and investigates discourses of subjectivity. The findings of the study demonstrate that notwithstanding temporal advancements, gender power structures remain intact, and women continue to suffer under patriarchal power structures. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0874/a.php" alt="Hit counter" /></p>

Teachers must have a positive outlook and be dedicated to the tasks they undertake if they are to succeed in inclusive education. It is vital to ensure that all students have an inclusive future in the classroom. Teachers play an iconic role in implementing inclusive education. The successful execution of inclusive education is primarily attributable to teachers' attitudes toward inclusion policies. This study aims to investigate the impact of Teacher Efficacy for Inclusive Practices (TEIP) on Teachers' Attitudes towards Inclusive Education Scale (TAIS). This study employed two different TEIP Scale and TAIS Scale for examining their relationships. This cross-sectional comparative study also seeks to determine the impact of factors influencing teachers' views toward inclusive education. The data analysis was conducted using SPSS 25. The participants included (n=215) secondary school teachers from the private and public schools in Karachi. ANOVA, regression, and one sample t-test were used comparing the factors influencing teachers' views towards inclusion and explore the effect of TEIP on TAIS in public and private secondary schools. The findings show that the secondary school teachers of the private institutions had a significantly more favourable attitude towards inclusive education than secondary school teachers in public institutions. TEIP and TAIS were correlated using the Pearson Correlation test (TEIP). It demonstrates that teachers' attitude toward inclusive education is positively linked with Teachers’ Efficacy to Use Inclusive Instructions (EUII), Efficacy in Cooperation (EC), and Efficacy in Dealing with Disruptive Behaviors (EDDB). This study reveals that there is a significantly positive impact of EUII, EC, and EDDB on TAIS.

Job satisfaction is a pleasurable tendency towards an individual’s job. It enables one to realize his/her maximum potential to accomplish organizational goals productively. There is a strong correlation between job satisfaction and leadership, absenteeism, turnover, exhaustion, physical and psychological well-being, content life, productivity personality, and organizational citizenship. The world's top educational organizations view it as being extremely important for development. This cross-sectional comparative study focuses on the impact of achievement, altruism, autonomy, comfort, safety, and status gender-wise on the job satisfaction of the teachers of private secondary schools in Karachi. The Statistical Package for the Social Sciences (SPSS) 25 was used for the data analysis of the study. There were (n=210) teachers of private secondary schools who participated in the study. An independent sample t-test about the comparison between the JS level on its six dimensions of the male and female teachers working in private secondary schools in Karachi. The analysis of the data showed significant differences. The study's findings revealed that male and female teachers had significantly different degrees of job satisfaction associated with various facets. The female teachers were much more satisfied than the male teachers in success, altruism, autonomy, comfort, safety, and status.

George Gissing’s The Odd Women is an engrossing study of gender role expectations in the Victorian society on the cusp of the twentieth century. It is an examination of Nineteenth century discourses on Victorian gender ideology. The novel charts and explores the life trajectories of the female protagonists within the novel. This research paper has attempted to explicate the dynamics of gender role expectations through the application of a modern theoretical framework of Foucauldian Discourse Analysis to assess how the discourses of the period inform Gissing’s narrative. The research findings suggest that the perceptions of gender in a period are directly proportionate to the norms championed through the dominant discourses. The discourses are intricately woven within the episteme of the period under analysis and a conscious review of the constitutive elements of these discursive practices reveals possibilities of change for the future through arming research investigators with insights that account for gender construction in a given period.