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This study aims to systematically review the literature on happiness at work (HAW) by analysing existing studies, identifying relevant themes in HAW research and evaluating the methodologies used in the literature.

The study used a systematic review process, following the guidelines and principles outlined in the updated Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement 2020 and checklist. Articles were collected from six databases: Emerald insight, Taylor & Francis Online, Science Direct, Wiley Online Library, Springer and MDPI. Subsequently, systematic review was performed on 41 HAW articles published in 29 different journals between 2010 and 2022. The authors only considered articles that were either indexed by Scopus or in the Academic Journal Guide (AJG) list.

The study identified six major themes, assessed the operationalisation of HAW and analysed the research methodologies and statistical tools used in the sample studies. Majority of the articles discussed the antecedents of HAW followed by the HAW as a mediator. There is a high heterogeneity in the operationalisation of HAW in the reviewed articles. Moreover, majority of the studies have prioritised service sectors over the industrial sectors.

This study represents the first comprehensive review of the existing literature on HAW by using a systematic review methodology.

The COVID-19 pandemic, in addition to posing challenges, has also created opportunities for greater digital integration than ever. However, the scale and efficacy of digital integration are contingent on the digital competence (DC) of teachers. In the same way, how well teachers learn and teach online may depend on how willing they are to try new ways of digitizing learning or being innovative. This study aimed to ascertain if teachers' digital nativeness, digital addiction and innovative work behavior had an impact on their DC.

The study used a quantitative research method, whereby data were collected from 276 schools, colleges and university teachers. The researchers employed structural equation modeling (SEM) using SmartPLS to analyze the data.

The results illuminate the literature regarding DC and the predictive capability of teachers' digital nativeness, digital addiction and innovative work behavior, which can contribute to paving the way for digitizing teaching and learning in the post-COVID-19 era.

The study has significant implications for meaningful learner engagement by explaining the importance of teachers' digital competencies and how they could be approached conceptually to better understand the factors associated with teachers' DC. The differences in DC between digital natives and digital emigrants remain one of the limitations that future research may address.

The results have policy level and practical implications for organizations to consider the value of young teachers in the integration of digital resources. It is also critical to encourage teachers' innovative behavior in the digitization of teaching by creating a supportive organizational environment.

The study remains valuable in the post-COVID-19 era, where educational institutes are revisiting the prospect of online learning as a parallel to in-person teaching. The results remain innovative and genuine and have not been explored in previous research, in particular in the post-COVID-19 era. The involvement of teachers from schools, colleges and universities makes the results more general, which all of them can equally benefit from.

This study aimed at exploring the change facilitator styles (CFS) that secondary school head teachers in Pakistan possess.

This is a quantitative study using Hall and George CFS questionnaire to collect data from 276 secondary school head teachers. The CFSQ used in this study consists of 30 Likert-type questions relating to six scales. The six scales, with five items each in aggregate, form three possible CFS, including initiator, manager and responder.

The results indicate that most secondary school head teachers (75.7%) in Pakistan used responder CFS to facilitate change in their schools. 16.7% of the head teachers used manger, while only 7.6% possessed initiator change facilitation styles.

The study has implications for research, in particular in the developing countries where head teachers' leadership practices are rooted in the past with maintaining authority and status quo.

The study has implications for policymakers and schools in developing countries, like Pakistan, in terms of considering the vital role of head teachers in change implementation. In particular, in the prevailing cluster-based educational management, the study's findings remain valuable for schools in the Balochistan province of Pakistan.

The paper reports the results regarding secondary school head teachers' change facilitator styles in the context of power devolution in Pakistan. The authors believe that the manuscript is appropriate for publication by the international journal of educational management because it is in line with the aims and scope of the journal. The authors assure the originality of this work. It has not been published elsewhere, nor is it currently under consideration for publication in any other journal.

The study was designed to investigate the effects of the decentralization of education through the perceptions of education managers.

This was a qualitative case study research. The decentralization notification of 2014, issued by the secondary education department, Government of Balochistan, Pakistan was taken as a case. Some administrative and financial powers were devolved at cluster and district levels through this notification. In pursuance of data collection, focus group discussions were conducted with 20 education managers, 20 teachers, and 5 high-ranked education policy actors. The gathered data were analyzed using thematic analysis.

The study found that the intent of the decentralization move was positive, where some of the issues of teachers are now resolved at district and school levels. However, academic decentralization was utterly neglected. Furthermore, with the inclusion of district administration in the education decision-making, powers seem to be recentralized. The study concluded that decentralization should occur through a proper legislative process based on sound planning. There should be a balance between central authorities and local/district-level education management in education management and decision-making.

The study adds to the existing literature relating to education management and informs education managers, teachers, school principals, and policy actors for research-based and informed decision-making.

This study was conducted in a developing country to understand the effects of decentralized education management. The authors declare the organicity of the data. The authors also declare that the paper has not been submitted to any other journal or in review elsewhere.

This study aimed to know principals' intentions of implementing nutrition education (NE) and explore the challenges they may anticipate while implementing NE in their respective schools.

The study employed a sequential mixed-method design using a questionnaire and interviews to collect data. The quantitative data were collected from 378 secondary school principals, while 16 school principals were interviewed.

The study found principals with positive intentions towards implementing NE. The results also highlighted challenges related to capacity building, resources (both human and physical), policies and plans, roles, and responsibilities of the implementers (teachers and principals), support from higher authorities, community participation and teachers' unions. This study concludes that principals' intentions remain central to the implementation of NE in schools. However, it is necessary to overcome those challenges before its implementation.

The study sought to ascertain principals' intentions rather than their actual behaviour of NE implementation and hence remains limited in this area, which future research may consider. Furthermore, the research is limited to the principals' opinions on the anticipated challenges associated with NE implementation. The study did not solicit the opinions of other stakeholders, such as education managers, policymakers, teachers and communities.

The article is significant in terms of NE being implemented in schools to improve students' physical and academic wellbeing. The critical role of principals has been investigated by determining their intentions and the anticipated challenges associated with implementing NE. The authors declare the originality of the data.

This study aimed at exploring food related cultural norms that influence rural mothers' food selection for their primary school aged children (aged 4–7 years).

This is a qualitative study conducted in northern parts of Balochistan province of Pakistan. The Theory of Planned Behaviour (TPB) was applied as the theoretical framework of the study. Within a qualitative research method four focused group interviews with 30 rural mothers were employed to generate data.

The study found that mothers’ food selection for their children was heavily influenced by certain cultural norms that have become taboos with the passage of time. It is evident through findings that subjective norms have a greater influence on mothers' behaviour than their attitude and perceived behavioural control (PBC).

We ensure originality of this research paper as fewer researches have been conducted to further elaborate the link between socio-cultural norms and food selection. In particular, the influence of this close relationship on child health has been of limited consideration in a developing context. This paper has neither been published elsewhere, nor it is currently under consideration for publication in any other journal.

The purpose of this study is to analyze the views of educators regarding the constructs of the history curriculum to determine whether history education is usually used for polarization and negative identity enactment or for positive purposes such as tolerance, peace and social justice.

This study used a qualitative approach, using focus group discussions as a means of data collection. The data were coded deductively based on the preconceived constructs of the Korostelina (2013) model.

This study found that history education in Pakistan is generally used for national identity formation, which forces manipulation of historical facts and accounts. This study identifies apprehensions that upon knowing the true historical accounts in the later stages of life, students may react adversely to the formed narratives, which may cause further polarization.

This study has significant implications for future researchers, curriculum developers, educators and policy actors.

This study is notable for providing a holistic investigation into the usefulness of history curricula in the context of peacebuilding. In nations where intolerance is prominent, such as Pakistan, the history curriculum can serve to transform people’s perceptions of history. This study offers insights into making the history curriculum more meaningful by offering insights and a way forward to help break down binaries and promote peace and harmony.

The purpose of this paper is to provide a descriptive analysis of socio‐demographic bases of gender gap in Pakistan.

The paper analyzes various aspects of gender gap (gender inequalities) in Pakistan. The analysis is based on the secondary data drawn from reports published by several governmental, international development agencies, and local non‐governmental organizations. The analysis is descriptive in nature and interprets certain social and demographic data to ascertain the states of affairs about the prevailing social conditions relating to gender inequalities in Pakistan. Besides review of literature, the paper focuses on sectoral discussion of gender gap in population, health, education, political, and economic empowerment. In light of the secondary data analysis, suggestions to improve the current gender inequalities and possible recommendations to improve the current gender inequalities in Pakistan are also given.

The paper demonstrates that there are significant socio‐demographic and cultural factors, due to which gender gap persists in Pakistani society.

The current analysis is based on secondary and published data and, therefore lacks empirical reliability. However, published quantitative data reveal certain social characteristics of gender gap.

The paper provides a descriptive cultural analysis of gender inequalities.

Groundwater resources are the primary source of meeting the water demand in Bangladesh. In rural areas, hand-pumped tube wells have been the primary source of drinking water. Though studies claim that Bangladesh has the potential to achieve universal safe drinking water supply coverage, the presence of excessive arsenic in the shallow groundwater sources, and the encroachment of salinity in the coastal aquifers in coastal regions (Satkhira, Khulna, Bagerhat, Patuakhali, Jhalakathi, Pirojpur, Barisal, Barguna etc.) hind the path. The concerned authorities of government and other non-government organizations assist the coastal people with alternative technologies like Desalination Plant, Arsenic-Iron Removal Plant, Pond Sand Filtration (PSF), Managed Aquifer Recharge, Rainwater Harvesting System, Installation of Shallow, and Deep Tube Wells. But based on case studies and surveys, this article shows how these existing technologies fail to ensure water safety within the coastal areas. The Singaporean water management policy is an example, this article advocates for necessary government intervention to ensure safe drinking water in coastal areas.

This study aims to devise policies in implementing cash waqf system of Baitul Maal wat Tamwil (BMT) in Indonesia, enabling the BMT to optimize its commercial and social activities to better achieve outreach, sustainability and welfare impact.

This study uses the strategic assumption surfacing and testing (SAST) method, with three groups of knowledgeable respondents, including expert, BMT practitioner and regulator to formulate important and certain policies.

The results show that four types of policies are required to improve cash waqf system of BMT, including 12 internal strategic policies, 15 internal operational policies, 15 external strategic policies and 9 external operational policies, which were found to be within a “certain planning region.” All of these policies have been agreed significantly by each group of respondents, as well as by all respondents combined. The most important-certain policies include Shiddiq, Amanah and professional Nazir, inculcate Islamic values to BMT employees and members, standard operating procedure and standard operating management of cash waqf management, technical assistance for Nazir to manage cash waqf and IT systems for BMT-cash waqf administration.

The qualitative method used has its limitations, which could be improved by incorporating other methods. Moreover, the case and respondents are all Indonesian, so that the results are possibly only applicable to BMTs in Indonesia.

BMTs could adopt these policies in implementing their cash waqf management optimally.

The management of cash waqf by BMT could help improve the social activities of the Baitul Maal directly from social cash waqf and indirectly from productive cash waqf.

To the best of the authors’ knowledge, this is the first study using SAST method to determine policies needed by the BMT to upgrade its cash waqf management producing more social programs for the society.