International Journal of Innovation in Teaching and Learning (IJITL)

Unveiling Teachers’ Leadership Potential for Students’ Achievements: Unlocking Success through the Learners’ Influx

Dr. Mehboob Ul Hassan — 2025-12-30

Teachers are the prominent pillars of societies who play a catalytic role in a classroom by applying their social locus of control and pedagogic discussion beliefs in the classroom. Their concern is to impart instructions and inspire the students to obtain better achievement scores. This research was an attempt to find out the exact potential of teachers’ leadership used to apply in acquiring students’ educational achievement scores on a sample of randomly selected 666 secondary school students, District Lahore, Punjab province of Pakistan. The administration of standardized instruments, categorized a charismatic, ideological, and pragmatic leaders, assisted the researchers in collecting the data from the participants. Moreover, the researchers obtained students’ educational achievements from the BISE, Lahore, based on students’ enrollments. Findings of study indicated that teachers’ leadership significantly enhances students’ academic achievement across grade levels. Regression results confirmed a strong positive association between leadership and achievement, suggesting that effective leadership behaviors foster better learning outcomes. Hierarchical regression highlighted pragmatic leadership as the most influential factor, emphasizing teachers’ practical and adaptive decision-making in improving student performance. Results of ANOVA revealed significant differences across Science, Arts, and Computer Science students' achievement scores, with higher grades showing improved achievement. Findings suggest that both leadership quality and grade progression contribute meaningfully to students’ academic success through improved motivation, engagement, and instructional support. There is a dire need to reduce teachers’ duties, which is a hurdle to inculcating their skills and leadership potential. When the teachers remain focused on their teaching-learning process, it enhances students' educational achievements, a cause of concern for the stakeholders.

Keywords: Educational Achievements, Leadership Potential, Public Sector, Secondary Level

Empowering Educators through Artificial Intelligence: Re-imagining Islamic School Teacher Development in Southern Pakistan

Muhammad Kashif Majeed — 2025-12-30

Islamic school teachers in Southern Pakistan face persistent challenges in accessing quality professional development, particularly in relation to emerging technologies such as Artificial Intelligence (AI). This study investigates how AI tools and digital competencies contribute to the professional development of Islamic educators across diverse, resource-constrained districts. Using a quantitative cross-sectional survey design, data were collected from 450 Islamic Studies teachers through purposive sampling. Multiple linear regression results indicated that digital competencies (β = 0.35, p < 0.001) and AI usage (β = 0.28, p < 0.01) significantly influenced the development of teachers’ functional skills, with the overall model explaining 47% of the variance (R² = 0.47). District-level comparisons showed higher AI engagement in Nawan Kot and lower usage in Kot Addu, with gender disparities particularly evident in AI adoption and participation in digital training, where female teachers reported less involvement. The data further showed that AI tool usage positively correlates with teacher confidence and digital teaching practices, but its impact is moderated by the availability of adequate support and training. These findings underscore the transformative potential of AI in Islamic teacher development while highlighting the urgent need for targeted, equitable digital training programs to overcome regional and gender-based disparities in professional growth.

Keywords: Artificial Intelligence, Islamic Education, Teacher Development, Southern Pakistan, Educational Technology

Effectiveness of Cognitive Load-Managed Math Instruction (CLM-Maths) in Improving Problem-Solving Performance of Students with Learning Disabilities

Mehtab Hussain — 2025-12-30

This study was conducted to evaluate the effectiveness of Cognitive Load-Managed Math Instruction (CLM-Maths), a CLT (Cognitive Load Theory) based phased instruction plan, to improve the problem-solving skills in students with learning disabilities. A sample of 40 LD (Learning Disabilities) students was selected randomly from a special education institute and were assigned into experimental and control groups. Experimental group (n = 20) received CLM-Maths for a period of four weeks. Control group (n = 20) continued with the traditional instruction. A 15-point math problem-solving test (KR-20 = 0.88) was used to collect the data. Data were analysed using descriptive statistics, t-tests, ANCOVA and Cohen’s d. Baseline performance of the both groups was similar (p = .30). Control group did not show considerable improvement across the tests (p = .54). In contrast, experimental group displayed a substantial improvement in performance after intervention (p < .001). Posttest between group analysis also confirmed that the experimental group performed significantly better than the control group (p < .001). ANCOVA results corroborated the effectiveness of the intervention while controlling pretest score (p < .001). Cohen’s d established that the effect size of intervention was large (d = 1.27). Hence evidenced that CLM-Maths is an efficacious strategy to improve the problem-solving abilities in LD students.

Keywords: Cognitive Load Theory, Learning Disabilities, Mathematics Instruction, Problem-solving, Special Education

Uncovering Trends in CEFR-Focused Educational Research: A Comprehensive Descriptive and Bibliometric Study

Dr. Muhammad Qasim Ali — 2025-12-30

A worldwide standard for assessing and instructing students in language competence across linguistic and cultural contexts is the Common European Framework of Reference (CEFR). The scope, development, and scholarly influence of CEFR research from 2011 to 2024 are examined in the study. Trends in publishing growth, prominent authors, journals, institutions, countries, interdisciplinary connections, and emerging research gaps and topics were the primary aims. Utilizing bibliometric approaches in VOS viewer, the researcher mapped co-authorship networks, citation trends, and keyword co-occurrence pattern using data from Taylor and Francis. Indicative of its growing impact on language policy, education, and assessment, the number of publications pertaining to the Common European Framework of Reference (CEFR) is on the rise. Academic interest in CEFR’s theoretical and practical applications was shown by the surge in publication after 2014, which peaked in 2023. The global reach and pedagogical implications of the CEFR framework have been brought to light by research on intercultural competencies in CEFR-based curricula. The interdisciplinary nature of CEFR research is demonstrated by its major publications in journal such as Frontier of Psychology, Language Testing in Asia, Procedia – Social and Behavioral Sciences. To show how CEFR may adapt to modern education, a keyword analysis highlights the importance of communication competence, intercultural awareness, and innovative assessment practices. In order to make CEFR more accessible and accurate, the study suggests that researchers look at how it works with digital testing, adaptive feedback systems and artificial intelligence-based learning analytics.

Keywords: Trends and gaps in CEFR, Bibliometric Mapping, Descriptive analysis

Investigating Workplace Discrimination Among Teachers in Public Schools

Dr. Saira — 2025-12-30

This study focuses on teachers' workplace discrimination in public-sector schools in Tehsil Kharian, District Gujrat, Pakistan. A descriptive survey approach was taken, surveying a sample of 235 public-sector school teachers, selected using random sampling. Discrimination was measured using a self-developed 21-item questionnaire titled “Workplace Discrimination” which examined discrimination in three dimensions: Hierarchical Discrimination, Interpersonal Discrimination, and Favoritism. The discrimination questionnaire has a high reliability score of Cronbach’s Alpha = 0.92 and considerable consistency within each of the 21 items. The value of CVI was calculated 0.98 for 14 experts. Descriptive statistics of mean, frequency, and standard deviation on SPSS (Version 24) were performed and revealed the teachers perceive a moderate degree of discrimination associated with workplace discrimination on all three dimensions. The majority of the teachers assessed discrimination within the hierarchical structures of the school and favoritism directed toward them as discrimination as moderated to high, while within the scope of interpersonal communication he perceived discrimination as moderate to high. These findings justify the conclusion that moderate discrimination in terms of the assessed dimensions exists and that these experiences vary with the public school. Finally, the study recommends the need for equal, fair, and open systems of communication at public schools to bring a reduction in the discrimination described.

Keywords: Workplace Discrimination, Hierarchical Structure, Interpersonal Communication, Favoritism, Public-School Teachers