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.

Feedback to students is the key instrument for teaching and learning. But we have less information about how students perceive feedback when they receive it from their teachers in the classroom. Therefore, the purpose of this qualitative study was to gain a deeper insight into the perceptions of the Girls’ secondary schools’ students about the teachers’ feedback they receive in the classroom. The study used semi-structured interview for data collection. Through non probability sampling, 15 students were interviewed from class 9th and 10th, aged between 16- 17 from the public Girls’ secondary schools in Turbat, Pakistan. Interview transcripts were coded and were thematically analyzed. The findings of the study showed that the students perceived feedback more beneficial for their learning. The students perceived positive and negative feedback in two distinct ways, the positive feedback leads them toward successful learning, however the negative feedback disturbs them emotionally and psychologically. Furthermore, the students expect the teachers to be well-equipped with the quality criteria of effective feedback. Moreover, the negative feedback needs proper time and more elaboration for the students’ understanding to give fruitful results. The teachers must about their students’ needs and feelings and they need to be trained to assess their students’ performance and they must provide constructive feedback to their students so the students are able given their best in the classrooms. Keywords: Teachers’ feedback; Positive classroom feedback; Negative classroom feedback; Students’ perception.

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.