<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hassan, Ul. M.</style></author><author><style face="normal" font="default" size="100%">Akbar, R. A.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LOCUS OF CONTROL: TEACHERS’ NEGLECTED ATTRIBUTE TOWARDS STUDENTS’ ACHIEVEMENT SCORES IN FACING DIVERSE SOCIOECONOMIC STATUS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">locus of control</style></keyword><keyword><style  face="normal" font="default" size="100%">social learning theory</style></keyword><keyword><style  face="normal" font="default" size="100%">socioeconomic status</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ achievement scores</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers’ locus of control</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1587022849.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Irony of humans’ resiliencies to grasp life achievements has been remaining one of the important debates since long ago. Controversy prolongs when few report it destiny, whereas remaining claim individual’s endless effort. Origin of social learning theory stoppage caused entire debate and declared that teachers’ psychological attribute; locus of control is a key construct that actively affects students’ success / failure. Present research was conducted to explore the effect of teachers’ locus of control on students’ achievement scores in facing diverse socioeconomic status enrolled in public sector secondary schools of District Kasur; Punjab-Province. Researchers followed quantitative research adopting ex-post-facto design to investigate a burning dilemma on the sample of conveniently selected 1100 respondents. After ensuring ethical considerations from the respondents, researchers collected data from teachers through administering Rose and Medway (1981) Teacher Locus of Control Scale after obtaining unfettered and unrestricted permissions from the authors. Researchers obtained students’ achievement scores and their family socioeconomic status from parents, teachers and head teachers respectively. Researchers’ pilot tested scale on the sample of 100 respondents to confirm Cronbach’s Alpha reliability statistics is .850. Results of regression analysis reported that teachers’ locus of control has affected 66%, teachers’ demographic variables 84.30% and parental socioeconomic status have affected 74.70% of students’ achievement scores. Research recommends that Govt. provide in-service training to secondary school teachers on their neglected psychological attribute; locus of control that confirms worth-seeing importance in obtaining students’ achievement scores and grants monthly stipend to passed ninth grade students having 85% marks in annual examinations focusing their parental socioeconomic status.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">282-300</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hassan, Ul. M.</style></author><author><style face="normal" font="default" size="100%">Akbar, R. A.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TECHNOLOGICAL LITERACY: TEACHERS’ PROGRESSIVE APPROACH USED FOR 21ST CENTURY STUDENTS’ ACADEMIC SUCCESS IN VIBRANT ENVIRONMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">digital citizenship</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ achievement scores</style></keyword><keyword><style  face="normal" font="default" size="100%">technological concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">technological literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">vibrant environment</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1601053384.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Technology plants concrete effects on the supremacy of humans' technological success that have been remaining awe-inspiring aspects for stakeholders; teachers and students since last eras. Teachers make students technologically literate, reshape their hidden potential, skill them through modern gadgets, help in understanding and evaluating their functions applying technological and engineering standards for goal achievements. Present research was conducted to explore the effect of teachers’ technological literacy on students’ academic success occurs in vibrant environment on conveniently selected sample of 200 teachers working in public and private universities of district Lahore. Researchers administered a self-developed survey to collect data from teachers. Content validity of questionnaire was ensured from experts and reliability was confirmed by calculating Cronbach’s Alpha Scores .821. Normality of the data was assured by calculating Shapiro-Wilk’s test, ¬ n &lt; 2000, p &gt; .05. Students’ academic success was measured through acquiring achievement scores, obtained from concerned university offices ensuring ethical considerations, as in data collections. Results of independent samples t-test and regression analysis ascertained no significant difference between usage of technological literacy by teachers’ gender and university type; male teachers working in public and private universities have same usage of technological literacy as compared to female teachers. Moreover, teachers’ technological literacy affect 43% on students’ academic success occurs in vibrant learning environment. On the basis of results, research recommends that universities may established digital lab ensuring vibrant environment and hire technologically literate staff providing fringe benefits to meet 21st century technological literacy demands for students’ success.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">734-753</style></section></record></records></xml>