This study aimed to find the influential factors of emotional intelligence, occupational stress, academic performance, and satisfaction of university teachers and to examine the relationship between emotional intelligence and occupational stress and teachers' academic performance and satisfaction in Bangladesh. The data were collected using a stratified sampling technique through a structured questionnaire from public and private university teachers in Bangladesh. Out of 380 distributed questionnaires, 224 (59%) questionnaires were selected and usable to proceed for final analysis, where 65.4% were male and 34.6% were female. The study's findings reveal that the average emotional intelligence, occupational stress, and academic performance with the satisfaction of male teachers are greater than those of female teachers. However, more significant variability exists in emotional intelligence, occupational stress, academic performance, and satisfaction among males than females. Emotional intelligence positively and significantly impacts teachers' academic performance and satisfaction. Low to average occupational stressed academicians were less likely to be highly preformed and satisfied in their job, and teachers who had low to medium levels of emotional intelligence were more likely to be highly preformed and confident in their profession. Only emotional intelligence was significantly associated with university teachers' academic performance and satisfaction. Therefore, logistic regression analysis further estimated only the significant variable (emotional intelligence) to predict university teachers' academic performance and satisfaction. 

This study examined lecturers' pedagogical influence on business education students' attitudes and academic performance. The study adopts a descriptive survey design. The study population comprised 4,809 business education students in public universities in the Southwestern region of Nigeria. A sample of 356 students was selected using The Research Advisors (2006). Lecturer Pedagogy, Students' Attitude and Performance Questionnaire (LPASQ), with 20 items, was used to gather data for the study. The LPASQ was duly validated by three experts with a Cronbach Alpha reliability coefficient of .87. The research questions were answered with mean and standard deviation. Independent samples t-tests and one Analysis of Variance (ANOVA) were used to test the study's hypotheses at a 0.05 significance level. The study’s findings revealed that lecturers’ pedagogy positively influences learning attitude and academic performance of business education students to a very high extent (mean = 3.37, SD = 0.72; mean = 3.40, SD = 0.69, respectively); there was a significant difference between the mean perception of male and female students regarding the influence of lecturers’ pedagogy on learning attitude of business education students (t344=19.66, P<0.05) and there was a significant difference in the mean perception of respondents regarding the influence of lecturers’ pedagogy on academic performance of business education students based on states of location (F2, 343=102.557; P<0.05). The study concludes that lecturers' pedagogical approaches can significantly affect business education students' learning attitudes and academic performance. 

This study examined middle school students' attitudes towards astronomy in the 7th grade 'Solar System and Beyond' unit in out-of-school learning environments. We used the pre-test-post-test control group model, among the semi-experimental models, and the 'Attitudes Towards Astronomy Scale (ATAS) as the measurement tool. We conducted the study with 70 students studying at the 7th-grade level in a state middle school in the Pamukkale District of Denizli Province in the 2023-2024 Academic Year. In addition, we applied some out-of-school learning activities such as planetarium, observatory, and sky observations to the students in the experimental group. We used a t-test to solve the sub-problems of the research for independent groups. Based on the results, we concluded that there was a statistically significant difference of .05 in favor of the experimental group’s attitudes toward astronomy. This difference indicates that the activities carried out for the experimental group's learning environments outside of school are more effective than the control group’s inside-of-school environments.