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Effective classroom management strategies can play an important role in teaching learning process. Classroom management encompasses many factors including management of subject matter, environment, discipline and time. These all are the byproducts of teacher’s effective classroom management strategies. This study was focused to investigate the teacher’s Classroom Time Management Strategies (CTMS) at secondary school level. All secondary school teachers of Khyber Pukhtunkhwah (KP) were considered as the population of the study. A sample of 480 teachers form 80 schools of five (5) districts (96 teachers to each district) was randomly selected. The sample was further distributed into eight (8) strata of male/female, urban/rural, science/arts, and public/private through stratified random sampling techniques such that the number of teachers in each stratum remains 240. The data was collected through a self-prepared questionnaire of reliability 0.87 and was analyzed through statistical tools. The analyzed data reflected that mostly teachers (62.7%) were in practice to utilize time management strategies. Further it was found that: male teachers were superior to female teachers; urban teachers were superior to the rural school teachers; science teachers were superior to the arts teachers; and public school teachers were superior to the private school teachers in classroom time management strategies CTMS; and. Classroom management oriented refresher courses for female teachers may be arranged to abridge gender gap in various CTMS and these strategies should be stressed more frequently in curriculum and pre-service teacher trainings.

Service-learning activities are rapidly expanding worldwide. Several instruments are available for measuring these activities. However, none of these are suitable for measuring management issues and challenges in service-learning implementation. This study reports on the development and factor analysis of an instrument to measure service-learning management. In total, 315 teachers from vocational training institutes of Punjab, Pakistan participated in the study. The three stage scale approach of Fraser (1998) was used for construction of the scale. Items were selected based on deductive method using the existing theory. Exploratory Factor Analysis (EFA) was used to explore the factor structure of the scale. A four factor structure having 21 items was indentified. The factorial validation based on initial assessment of the scale provides initial evidences for reliability and validity of the scale. The newly developed instrument may be used for measuring challenges and issues in service-learning management. The limitations of the study are discussed and some recommendations are made for future practice.