COMPARISON OF THE LEVEL OF BURNOUT AMONG THE ACADEMIC AND CLINICAL PHYSICAL THERAPISTS

Aims of Study: To compare the level of burnout among the academic and clinical physical therapists. Methodology: A cross sectional study was conducted from August 2019 to January 2020. Data was collected from physical therapists working in the universities and hospitals of Rawalpindi and Islamabad. Data was collected from 278 participants. Maslach burnout inventory scale was used to measure the level of burnout which was analyzed using SPSS statistics 21.  Results: The mean value of emotional exhaustion for clinical physical therapists was 20.02 ± 8.08 and for academic physical therapist was 18.6 ± 6.57 with significant p value (p˂0.05). The mean value for depersonalization for clinical physical therapists was 9.22 ± 5.17 and for academic 9.29 ± 5.07 with significant p value (p˂0.05). The mean value of personal accomplishment for clinical physical therapists and academic physical therapists was 35.43 ± 7.715 and 35.74 ± 6.49 respectively with non-significant p value (p˃0.05). Limitations and Future Implications: It was conducted for specific time period which not record the overall or yearly impact of burnout on participants. So time lapse and longitudinal study should be done. Originality: The clinical physical therapists have increased level of burnout than academic physical therapists. Conclusion: The clinical physical therapists have increased level of burnout than academic physical therapists.

Role of a Head Teacher in Promoting the Use of Ict Among the Learning Area Coordinators: A Case Study

Exponential growth in information and communication technology (ICT) has put the school leaders in a situation where they are expected to use ICT for teaching and learning process. They are also expected to prepare the teaching staff, so that students would be prepared for the future. Literature suggests that school headteachers have a potential role to play in promoting the use of ICT in schools. It also suggests that for the promotion of ICT among teachers, a headteacher can play a role in developing teachers professionally. Moreover, s/he can develop a collaborative culture among the teachers so that they could learn from each other. However, the first condition for the promotion of ICT is the availability of ICT resources. Therefore, the headteachers are in a challenging situation to first acquire the resources and then manage them in such a way that their potential benefits could be achieved. Since ICT is a recent phenomenon in most of the schools, especially in Pakistan, it is difficult to work with all the stakeholders simultaneously. Also, due to the huge student population in most of the schools, a gap between users and the resources, which hampers the promotion of ICT use. Therefore, it is imperative to work with a group of teachers who are more inclined towards ICT or have leadership positions at the first stage, so that they could be prepared and who can help others learn to use ICT. For this purpose, the study explores the role of headteacher in promoting the use of ICT among learning area coordinators (LACs) who are subject teachers and lead small groups of subject teachers at the New Vision Secondary School (NVSS) in Karachi, Pakistan. The school was selected, because it belongs to the school system that I work for, and the headteacher seemed keen to promote the use of ICT among the LACs in the school. The study was carried out in a qualitative research paradigm. Data were collected through interviews, observations, informal discussion and document analysis. The empirical evidence showed that the roles played by the headteacher in the NVSS were not different from what has been found in the literature. The headteacher played the role of resource manager and a leader. Similarly, she made the efforts to provide opportunities of learning to the LACs. She has attempted to develop a learning environment through her own examples. This learning culture has helped the LACs,