International Journal of Innovation in Teaching and Learning (IJITL)

Pathways to Leadership: A Cross-cultural Analysis of Women Leaders in Pakistan and United States

Dr. Misbah Nosheen — 2024-06-28

This study investigates the experiences of women in leadership roles within higher education institutions in Pakistan and the United States. The main aim is to understand how women describe their experiences in attaining, advancing, and maintaining leadership positions in higher education. It contributes to theoretical understandings of women's leadership and highlighting unique challenges and opportunities in different cultural contexts. This study employs Mezirow's (2003) Critical Reflection Theory as a theoretical framework to guide participants' retrospective storytelling process. Through qualitative research methods including semi-structured interviews and thematic analysis of interview transcripts, the study explores how women navigate their journeys to leadership positions and the challenges they encounter. Despite cultural variations, female leaders in both countries face comparable obstacles such as gender bias and limited training opportunities. To empower these leaders, policies should prioritize formal leadership training, address workplace bias, and support work-life balance initiatives. Policy implications include the implementation of formal leadership training programs, addressing unconscious bias, and supporting family-friendly policies to empower female leaders. Advocacy for legislative measures promoting gender equality in leadership positions is crucial for creating supportive policy environments globally.

Keywords: Cross culture, work life balance, leadership, gender gap, networking, and mentorship

From Tolerance to Transformation: Unraveling the Impact of Organizational Culture and Policies on Addressing Gaslighting in Academia

Dr. Queen Sarkar — 2024-06-28

This paper explored gaslighting in academia, focusing on its impact on women's career development and leadership experiences. Using feminist and critical race theories, the study examined how organizational culture, mentorship, networks, and policies supported or hindered women's academic careers. An inter-sectional perspective revealed how race, ethnicity, and disability intersected with gender to shape women's experiences in academic leadership. The paper analyzed how gaslighting operated in academia and the various forms it took. It also examined strategies for institutions and individuals to challenge gaslighting and promote a culture of equity and respect. Drawing inspiration from Kate Elizabeth Russell's My Dark Vanessa and Zoë Heller's Notes on a Scandal, the research offered insights into psychological manipulation, gender dynamics, and power relations within the academic sphere.

Keywords: Gaslighting, Organizational Culture, Academia, Women, Leadership, Psychological Manipulation, Feminist theory, Critical Race Theory

Challenging Gaslighting of Women in Academia: A Call for Gender Equality and Inclusive Environment

Syeda Tahira Hussain — 2024-06-28

Gaslighting is a pervasive form of manipulation that psychologically dents its victims. In the context of academia, women frequently face gaslighting. Unfortunately, only a few women are cognizant of this psychological abuse. This research explored the concept of gaslighting, its manifestations in academic settings, and its detrimental impact on women's experiences along with the possible solutions. Therefore, this research emphasizes the importance of challenging gaslighting behaviors, fostering gender equality, and creating inclusive environments that empower women in academia. During the research mostly primary data along with secondary data were used, because the actual victims can more effectively describe the issues. Therefore, it includes interviews with working women in academia from sampled institutions. Findings showed that, 33% of participants reported direct experiences or witnessing instances of gaslighting in the academic workplace, with an additional 21% admitting to experiencing gaslighting to varying degrees, while a notable proportion of participants (32%) reported challenges in accessing equitable resources, opportunities, or support compared to male colleagues, highlighting systemic gender disparities in academia. This research has recommended that the vicious circle of gaslighting can be controlled if academic institutions prioritize the creation of supportive and empowering spaces that value and amplify women's contributions.

Keywords: Gaslighting, Women’s Empowerment, Women’s Rights, Psychology, Gender inequality

Unveiling the Dynamic Landscape of Job Satisfaction: A Multi-Dimensional Analysis of Teachers in Public and Private Colleges

Tauqeer Abdullah — 2024-06-28

Workplace satisfaction plays a crucial role in enhancing job performance and overall productivity. This study aimed to investigate and compare the factors influencing job satisfaction among private and public college teachers in District Bhakkar, Punjab, Pakistan. The research focused on understanding the distinct elements contributing to job contentment within these educational sectors. The study population encompassed all private and public college teachers in District Bhakkar. A sample of 346 college instructors participated, comprising 201 from public colleges and 145 from private colleges. This quantitative research utilized a self-developed questionnaire employing a 5-point Likert scale to collect primary data. The findings revealed a notable difference in job satisfaction levels between public and private college teachers. Public college teachers reported higher levels of satisfaction in areas such as job autonomy, respect, recognition, salaries, personal growth, promotions, and job training, compared to their counterparts in private colleges. Interestingly, there was no significant disparity in job satisfaction perceptions between male and female college teachers. Based on these results, it is recommended that initiatives be undertaken by owners or management of private colleges to enhance teachers’ self-recognition, respect, job autonomy, salaries, rewards, personal growth and development opportunities, promotions, training provisions, and job security. Such measures can potentially improve overall job satisfaction among private college teachers, consequently enhancing their performance and job engagement.

Keywords: Job Satisfaction, Intrinsic Factors, Extrinsic Factors, Education, Job Satisfaction Scale, Teacher, Student

Emergent Bilingual Learners' Target Language Development: A Comparison between Government Policies and School Practices

Yaghsha Sahar — 2024-06-28

This research paper has attempted to explore the importance of bilingual education and how it can be improved. A quantitative research approach has been chosen to investigate Pakistani bilingual educational policies and how they are applied in Pakistani schools. A questionnaire of 24 items, adapted by Panezai (2023) and Chávez-Moreno (2020), was dispatched online to collect data. The questionnaire was distributed among randomly selected 150 teachers in Sialkot. The threshold theory given by Cummins (2014) was used as the major framework for this study. After analyzing the data through inferential analysis, the results showed t (148) = 6.61, p=0.000 exploring differences in government policies and school practices of the public and private sectors while teaching the target language. Implications of the study highlight that reviving mother tongue or English-only policies is not the sole solution; young bilingual learners need adequate bilingual education policies fairly implemented in the schools to promote target language learning effectively.

Keywords: Bilingual Education, English language learning, Government Policies, School Practices

An Analysis of the Reasons, Practices and Preventive Measures of Bullying at Secondary School

Zohran Jumani — 2024-06-28

This study investigates the preventive measures and existing practices of bullying at secondary school level in Hyderabad Sindh. Objectives of the study were to: determine the reasons of bullying at Secondary School Level in Hyderabad Sindh, investigate the consequences of bullying at Secondary School Level in Hyderabad Sindh and assess the preventions, measures and existence practices of bullying at Secondary School Level in Hyderabad Sindh. This study was quantitative. Survey was used as research design. The population of the study was consisted of 18,673 secondary school students of Hyderabad District. The sample of the study was comprised 217 secondary school level students at Hyderabad District. And simple random sampling technique was used for sample selection. Self-made close-ended questionnaire was used for data collection. Researchers collected data both from teachers and students of secondary schools in district Hyderabad. Percentages, frequencies and chi-square were used as statistical techniques to analyze and interpret the data. Findings of the study concluded that the majority of participants expressed agreement regarding the necessity for scholarly presentations, such as speeches or role-plays, to address bullying. Furthermore, most of the participants emphasized the importance of organizing discussion sessions and fostering open communication on topics such as reporting incidents of bullying. The study recommended that there must be frequent parents-teachers meetings to motivate parents for playing their role to stop bullying among their children.

Keywords: Bullying, Preventive Measure, Secondary School