JELM

Conflict Management Styles Used by Secondary School Heads in Public and Private Sector; a Comparative Study

2025-11-08T13:25:47+00:00

When there is disagreement inside an organization, conflict arises. The heads of the schools have a crucial role in effectively handling the conflict. The purpose of this study is to examine secondary school heads’ styles of handling conflict in the public and private sectors. A questionnaire was used in this study to gather data. A multistage random sample technique was employed to collect data from 100 teachers in public schools and 100 teachers in private schools. To gather data an adapted questionnaire was used. The opinion of experts was used to validate the instrument. The reliability of the questionnaire was determined using Cronbach alpha, and its internal consistency score was 0.74. The findings of the research showed that conflict management styles are influenced by demographic characteristics. On the other hand, the preferred styles of school heads are not greatly affected by the type of school (private versus public). There was a minor difference in the accommodating style, heads of public schools showing a little higher inclination for this style than heads of private schools. It is advised that male heads should receive specific training in order to enhance their capacity for compromising and collaborating styles in both the public and private sectors. It is also advised that courses be held to improve the abilities of female heads in the public and private sectors to compromise and work together.

Exploring the Role of Digital Transformation and Integration in Modern Education

2026-02-01T04:16:17+00:00

The fast growth of digital technologies has changed educational systems all over the world in a big way, changing how teaching, learning, and administration work in the 21st century. This research examined the impact of digital transformation and integration on the evolution of contemporary education, focusing on the opportunities and challenges encountered by educational institutions in both developed and developing settings. Utilizing secondary data and qualitative literature analysis from 2020 to 2024, this paper investigated the impact of digital tools, platforms, and pedagogical innovations on the improvement of learning experiences, institutional efficiency, and accessibility. The study emphasized that successful digital integration involves more than just using technology; it necessitates systemic transformation, enhancement of professional competencies, and the cultivation of digital literacy among both educators and students. The results showed that institutions that are open to digital transformation are better at adapting, being inclusive, and coming up with new ideas in their teaching. But there were still problems like not enough infrastructure, not wanting to change, and unequal access to technology, especially in places with few resources. The paper stressed the importance of strategic leadership, policy coherence, and fair implementation frameworks to make sure that digital transformation helps education grow in a way that lasts. Ultimately, the study enhanced comprehension of how education systems can leverage digital integration not merely as a technological transition but as a comprehensive transformation that aligns with human-centered values, promoting lifelong learning, inclusivity, and global competitiveness in the digital era.

Assessing the Cognitive Load of Faculty Members in Online Exam Marking at the Virtual University of Pakistan

2026-02-11T06:05:11+00:00

This study aimed to check the investigates the cognitive load experienced by faculty members during online exam marking at the Virtual University of Pakistan. The current research followed Cognitive Load Theory (CLT) as a guiding framework. Sequential explanatory mixed-method design was employed in current research. Structured questionnaire measuring intrinsic, extraneous and Germane burden was used to collect data for quantitative phase from 47 faculty members. Semi-structured interviews were used to gather data from 15 experienced faculty members for qualitative phase. The quantitative data were analyzed by descriptive and inferential statistics and thematic analysis were used for qualitative data analysis. The results of the current study showed that over 70% of respondents observed considerable cognitive and organizational loads during online grading of exam because while examining critical or long responses required more attention and efforts in reporting. The other reasons behind strain and exhaustion was bound to answer keys, organizational workload, time pressure and fixed time limit. While well-structured responses created satisfaction among faculty. It was concluded that online marking burdens of exam is multi-dimensional including technological, mental and temporal elements. It was recommended that to increase the competence and accurateness of faculty in online assessment may be increased by use of AI-assisted marking tools, less rigid grading schedules, good digital interfaces, conducting training workshops and managing workload.

Digital Self-Assessment as a Tool for Academic Improvement among Female Students: Evidence from an Intermediate College in Karachi

2026-02-02T04:48:36+00:00

The integration of information technology (IT) into assessment has become increasingly important in contemporary pedagogy; however, its effectiveness within South Asian intermediate institutions particularly girls-only colleges remains insufficiently explored. This study examined whether digital self-assessment quizzes enhance academic performance among female intermediate students compared to traditional paper-based tests. Using a quasi-experimental repeated-measures design, 80 students were randomly assigned to either a control group (traditional assessments) or an experimental group (digital quizzes). Both assessments targeted identical learning outcomes, and a pilot test established acceptable reliability (Cronbach’s α = .78). A mixed ANOVA revealed a significant main effect of Time, F (1, 78) = 52.34, p < .001, partial η² = .402, indicating improvement from Test 1 to Test 2 across groups. A significant main effect of Group, F (1, 78) = 13.26, p < .001, partial η² = .145, showed that students using digital quizzes performed better overall. However, the nonsignificant Time × Group interaction proposes that digital quizzes did not result comparatively greater short-term learning improvements than traditional assessments. These findings indicate that digital self assessments support improved performance, and their impact may be moderated by contextual barriers like digital literacy gaps, unequal access to devices, and infrastructural limitations which are more common in South Asian educational settings. By strengthening the institutional capacity, enhancing digital literacy, and adopting long-term implementation strategies, the pedagogical value of digital assessments may optimize.

Institutional Conflicts and Administrative Delays in Doctoral Dissertation defence: Evidence from Pakistani Universities

2026-06-17T04:59:25+00:00

This qualitative research investigated how institutional issues and administrative procrastination affect the extended doctoral dissertation defence in universities. The study involved twelve doctorate students in both public and private universities whose dissertations were already submitted but the process of dissertation defence was extremely time consuming. Semi-structured interviews were used as a source of data collection and thematic analysis of the data. The results showed that the institutional conflicts that were reported by almost all the participants were as a result of disagreements between supervisors and examiners, lack of coordination, and poor institutional policies. Ten participants pointed at administrative inefficiencies, namely, lagging documentation processing, lack of consistency in communication, and lengthy scheduling processes. These institutional issues all had the effect of stagnating academic growth, emotional burnout, and lessening of professionalization opportunities of the impacted scholars. The respondents highlighted that such delays demoralized them, lowered their self-esteem and their eagerness to be involved in future academic activities. Nevertheless, these difficulties did not stop most candidates, who were determined by self-motivation, networking among themselves and lobbying within institutions. The paper arrives at the conclusion of long delays in dissertation defence taking has strong structural and bureaucratic roots. It requires universities to formulate clear policies, prompt mediums of communication and mechanisms of conflict management so as to promote academic justice and on time degree delivery.