Relationship Between Emotionally Stable College Principals and Performance of Their Teachers Through Discipline and Regularity in Classroom


  • Muhammad Mahmood PhD Scholar, Department of Education, Faculty of Social Sciences, Mohi-ud-Din Islamic University, Nerian Sharif, AJ & K, Pakistan.
  • Dr. M. Aslam Asghar Professor, Department of Education, Faculty of Social Sciences, Mohi-ud-Din Islamic University, Nerian Sharif, AJ&K, Pakistan.
  • Dr. M. Javed Iqbal Professor, Department of Education, Faculty of Social Sciences,Mohi-ud-Din Islamic University, Nerian Sharif, AJ&K, Pakistan.
  • Dr. Muhammad Nisar Ul Haq Assistant Professor, Department of Educational Development, Karakoram International University, Gilgit-Baltistan.



Emotionally Stable College Principals, Teaching methodology, Performance, college level, Discipline, Regularity


The purpose of this study is to explain relationship between emotionally stable college principals and performance of their teachers in the context of teaching methodology in classroom. The nature of this research was descriptive where survey method was used to collect the data.  The statements of two questionnaires were designed based on close ended norms.  Each questionnaire consisted of six statements.  First questionnaire was standardized one obtained from the National Institute of Population Studies (NIPS) and second one was prepared by researcher and validated by fifteen experts from different educational institutions. Participants of this research were 37 Principals and 878 teachers of class XII.  Stratified random sampling was used for teachers to collect the data. The conclusion of this research was 1) Principal neither feel like crying without any reason nor suffer from a sense of guilt without any reason. 2) Teachers either use writing board properly in class or prepare lesson plan before coming to class.


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How to Cite

Mahmood, M., Asghar, D. M. A., Iqbal, D. M. J., & Ul Haq, D. M. N. (2021). Relationship Between Emotionally Stable College Principals and Performance of Their Teachers Through Discipline and Regularity in Classroom. International Research Journal of Education and Innovation, 2(3), 260–267.