https://ber.pu.edu.pk/jo/index.php/ber/issue/feed 2026-07-09T18:16:02+00:00 Prof. Dr. Muhammad Shahid Farooq shahid.ier@pu.edu.pk Open Journal Systems <p>The Institute of Education and Research (IER) is a pioneer Institute of Teacher Education in Pakistan, established in 1960 in collaboration with the School of Education, Indiana University, USA. The institute has been publishing the Bulletin of Education and Research (BER) since 1961. It was initiated by the American Faculty from Indiana University, and its first editor was Dr. John Hanitchak. The frequency of the Journal is thrice a year, first in April, second in August, and third in December. In the BER, we publish scholarly essays, reviews, critiques, theoretical and conceptual articles, and original research articles that contribute to understanding issues, problems, and research concerning all aspects of education. The first issue of the journal was published in 1961-.</p> https://ber.pu.edu.pk/jo/index.php/ber/article/view/324 2026-06-24T08:09:10+00:00 Arooba Chaudhary aroobachaudhary1@gmail.com Talat Islam talatislam@yahoo.com

<p>Employees’ involvement in knowledge malpractices have become challenge to today’s organizations. Therefore, this study is an effort to understand what motivates these individuals to engage in knowledge sabotage (KS). Specifically, this study sheds light on dispositional greed (DG) as the main driver of KS to affect emotional consequence shame (SH). The data for this quantitative research is collected from 486 workers of IT sector of Pakistan. The results have confirmed that DG influences KS through SH. The findings also provide insightful information for professionals who are striving to discourage KS at work.</p>

2026-06-02T00:00:00+00:00 Copyright (c) 2026 Bulletin of Education and Research https://ber.pu.edu.pk/jo/index.php/ber/article/view/340 2026-06-29T05:58:35+00:00 Neelam Yaqoob canvassanalysis@gmail.com Muhammad Athar Hussain muhammad.athar@aiou.edu.pk Muhammad Omer Mansoor canvassanalysis@gmail.com

<p>The purpose of the study was to explore and understand microaggression practices in early childhood education in the context of Pakistan, where multiculturalism is more dominant than racism. The study had two objectives: 1) to explore the existence of microaggressions practiced by early childhood teachers in multicultural classrooms, and 2) to examine the views of early childhood teachers and leaders regarding microaggressions when dealing with a multicultural student population. To achieve these objectives, a qualitative phenomenological research methodology was adopted. Ten early childhood institutions approved by the government operating under the federal directorate of education in Islamabad were purposively selected. Qualitative data was collected through observations, semi-structured interviews, and focus group discussions, which were then analyzed thematically using NVivo software. The analytical findings concluded that teachers were intentionally and/or unintentionally practicing microaggressions in their multicultural classrooms. These microaggressions can be classified as microinsults and microinvalidation. It was found that teachers and leaders lacked knowledge and awareness about microaggressions, but there were still implicit biases and prejudices that caused microaggressions unintentionally. These implicit biases were based on preconceived notions of conventional mindset, societal norms, power balance, and caste systems. Even well-qualified teachers at the educational institutions were causing microaggressions intentionally and unintentionally. Microaggressions need to be reduced for a safe learning environment and equal opportunities at early grade levels. Society especially teachers may be made aware and sensitized to understand and address microaggressions in compliance with international educational standards and regulations.</p>

2026-05-02T00:00:00+00:00 Copyright (c) 2026 Bulletin of Education and Research