https://journals.umt.edu.pk/index.php/uer <p style="text-align: justify;">UMT Education Review is an open-access, double-blind peer-reviewed International journal published biannually by the Department of Education, University of Management and Technology. UER has a broad focus related to education development and change, especially occurring in the 21st century in the developing world.</p> Department of Education, School of Social Sciences and Humanities, University of Management & Technology, Lahore, Pakistan en-US UMT Education Review 2616-9738 <div class="panel panel-default copyright"> <div class="panel-body"><a href="https://creativecommons.org/licenses/by/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by/4.0/88x31.png" alt="Creative Commons License"></a> <p>This work is licensed under a <a href="https://creativecommons.org/licenses/by/4.0/" rel="license">Creative Commons Attribution 4.0 International License</a>.</p> <p style="text-align: justify;"><em>UER </em>follows an open-access publishing policy and full text of all published articles is available free, immediately upon publication of an issue. The journal’s contents are published and distributed under the terms of the <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International</a>&nbsp;(<a href="https://creativecommons.org/licenses/by/4.0/">CC-BY 4.0</a>) license. Thus, the work submitted to the journal implies that it is original, unpublished work of the authors (neither published previously nor accepted/under consideration for publication elsewhere). On acceptance of a manuscript for publication, a corresponding author on the behalf of all co-authors of the manuscript will sign and submit a completed Copyright and Author Consent Form.</p> <p>Copyright (c) The Authors</p> </div> </div> https://journals.umt.edu.pk/index.php/uer/article/view/4376 <p>This paper explores the conceptual perspective of professional competence of teachers and the school climate. Professional competence is explained in terms of professional knowledge, teachers’ disposition, and their professional skills. Professional education courses in teacher training institutes play a crucial role in developing professional competence among teachers. These courses equip teachers for instructional planning, classroom management, assessment and evaluation and creating and managing a conducive learning environment. They also emphasize building a congenial relationship between the school and the community, aligning with various domains of school climate. School climate encompasses the cumulative experiences of students, teachers, and head teachers about different aspects of the institution. This conceptual paper conducts an extensive theoretical review of over 135 research articles on both professional competence and school climate, examining their concepts, dimensions, and measuring methods. Given the common factors of both the concepts, a conceptual linkage has been established. This paper aims to enhance understanding of professional competence and school climate and their interrelationship with various influencing factors.</p> Hamid Ali Nadeem Zafar Iqbal Lilla Copyright (c) 2024 UMT Education Review 2024-06-28 2024-06-28 7 1 1 23 https://journals.umt.edu.pk/index.php/uer/article/view/5823 <p>This review paper reflects on the findings of two major educational texts. These reveal some of the underlying principles that underpin aspects of learning. The two books also shed light on why much educational research today is making minimal impact, in terms of&nbsp; benefiting&nbsp; both teachers and learners. Although the two books start from very different perspectives, there is a considerable overlap in the findings they present, and offer common ground in suggesting ways forward in developing educational research of much higher quality. These books, along with the numerous references cited in them, offer a clear framework for the future. This review paper seeks to summarise some of the key findings, drawing in selected related literature as needed. The findings are relevant for teachers, teacher trainers, researchers as well as education policy-makers.</p> Norman Reid Copyright (c) 2024 UMT Education Review 2024-06-28 2024-06-28 7 1 24 40