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The purpose of the study was to find out relationship between mentoring of English language public secondary school teachers and their classroom practices in Punjab. Quantitative, survey type study was conducted. Researchers selected 198 teachers from public schools using a simple random sampling technique as sample of the study. Researcher developed a tool based on Grant's (2016) suggested mentoring constructs to explore relationship. The tool's initial portion dealt with demographics. There are statements to be scored on a five-point Likert scale in the second part. The researcher shared google forms to collect data. Data was analyzed using correlation analysis and descriptive statistics. It was revealed that there is significant relationship between mentoring of English language public secondary school teachers and their classroom practices in Punjab. As there is positive relationship between mentoring and classroom practices, it is recommended to design teacher training programs that emphasize the importance of mentoring attitude among teachers of English language classes at secondary level, to provide administrative support by creating incentives, awards, or acknowledgment systems that motivate teachers to embrace and implement prosocial practices. [ABSTRACT FROM AUTHOR]

The major aim of the study was to explore public secondary school teacher's level of prosocial motivation in the subject of English in tehsil Gujrat, as prosocial motivation plays an important role in different aspects of life. Quantitative, survey type study was conducted. Population comprised of public sector 148 English language secondary school teachers of tehsil Gujrat. By simple random sampling technique, researchers selected 40 teachers from public sector schools. To explore the level of prosocial motivation, the researcher developed a tool on the constructs of prosocial motivation suggested by Grant (2016). First section of the tool was about demographic. In the second section there are statements to be evaluated on five points Likert scale. The researchers visited personally to make sure maximum response ratio. Data was analysed by descriptive statistic and it was explored that the overall mean score of the level of prosocial motivation of secondary school teachers is very high i.e. 90.45. Moreover there is significant difference across gender in secondary school teacher's level of prosocial motivation and furthermore, secondary school teacher's level of prosocial motivation is significantly different with respect to locality. [ABSTRACT FROM AUTHOR]

The quantitative, survey type study was aimed to explore the difference between the perception towards alternative assessment and practical application of alternative assessment techniques by the secondary school teachers of English subject in tehsil Gujrat. There were total of 146 teachers teaching English subject in the tehsil. It comprised both rural and urban schools, so the researchers selected 21 teachers from 74 rural teachers and 19 urban teachers from 72, using stratified random sampling technique. For survey a tool comprising three sections was adapted. The first section was about demographic and instructions and purpose of survey. The second section contained 21 statements to be rated on five point Likert scale for the measurement of perception about alternative assessment, whereas thirst section comprised 17 statements to measure the use of alternative assessment techniques. The researchers made personal visits to ensure the 100% response rate. Frequency, percentages and tstatistics were employed to analyze the data. It was found that the secondary school teachers had a high perception towards alternative assessment but use of these technique is not at the level of perception. Indicating the gap between the perception and use of alternative assessment techniques by the secondary school teachers while teaching English in tehsil Gujrat. The researchers recommend in-service training of the Secondary School Teachers of English subject for the use of alternate assessment during teaching learning process. The exposure to alternate assessment maybe helpful in developing constructive and encouraging attitude towards assessment methods in the classroom. [ABSTRACT FROM AUTHOR]