Department of Education
Extension Number: 849
Office Number: F-16

Brief Profile
Dr. Thomas has recently been appointed as Dean, Faculty of Education by the Forman Christian College (A Chartered University) in its education department. Prior to this, he has worked as Head of Education and Social Sciences Department at Iqra University, Karachi and managed and/or developed PhD (Education), MPhil (Education), MPhil (English) and BEd (Hons.) programs. For around sixteen years, he worked at Notre Dame Institute of Education (NDIE), Karachi and undertook the responsibilities of Deputy Director, Educational Leadership Program Coordinator, Practicum Coordinator and Lecturer and managed a number of administrative and curricular and co-curricular activities.

Education
⦁ PhD in Education, Iqra University, Karachi
⦁ MPhil in Education, Iqra University, Karachi
⦁ Master of Education, Australian Catholic University
⦁ Master of Education, University of Karachi
⦁ Master in Human Resource Management, University of Karachi
⦁ International Graduate Certificate, Australian Catholic University

Research & Publications
⦁ Hashim, F. & Thomas, M. (2023). Student teachers’ attitude towards ICT use: An application and modification of the technology acceptance model (TAM) in education. Journal of Social Sciences and Media Studies (JOSSAMS), 7(2), 27-37.
⦁ Hashmi, K., Thomas, M. & Nayab, G. (2023). Measuring educational leaders’ emotions: Item development and scale construction. Journal of Positive School Psychology [Social Science]. 7(5), 1217-1234.
⦁ Nayab, G., Thomas, M. & Adil, S. M. (2023). Antecedents of students’ motivation for learning mathematics and its effect on their proficiency in mathematics. Journal of Positive School Psychology [Social Science]. 7(5), 430-447.
⦁ Kamran, M., Thomas, M. & Siddiqui, S. (2022). Teachers’ opinions about promoting inclusive classroom settings: An investigation regarding the presence of special needs assistance. The Government: Research Journal of Political Sciences, 11, 57-71.
⦁ Kamran, M., & Thomas, M. (2022). Inclusive education in Pakistan: Role of teachers’ sense of self-efficacy, “letter to editor,” Disability, CBR & Inclusive Development, Asia Pacific Disability Rehabilitation Journal [Old name], 33(1), 85-90.
⦁ Thomas, M., & Machado, C. (2022). Organizational learning and knowledge performance at middle-cost Pakistani schools: Implications for leaders. Journal of Workplace Learning, 34(6), 549-570. https://doi.org/10.1108/JWL-12-2021-0161
⦁ Thomas, M., Khan, A. H., & Ahmad, N. (2022). Way forward for post pandemic online teaching: A case of higher education in Pakistan. Journal of Humanities, Social and Management Sciences (JHSMS), 3(1), 1-15. https://doi.org/10.47264/idea.jhsms/3.1.1
⦁ Kamran, M., & Thomas, M. (2021). The effect of teachers’ perception of organizational justice on their job stress. International Journal of Organizational Leadership, 10(Special Issue), 89-98. 
⦁ Ahmed, I., Thomas, M., & Hamid, S. (2020). Improving reading comprehension skill through interactive reading strategies of grade 10^th students at public secondary school. Pakistan Journal of Educational Research, 3(2), 93-109.
⦁ Ahmed, N., Thomas, M., & Hamid, S. (2020). Teachers’ perceptions regarding the effect of instructional leadership practices of primary school head-teachers on teacher effectiveness. Journal of Research and Reflections in Education, 14(2), 231-248.
⦁ Hinduja, P. & Thomas, M. & Saddiqui, S. (2020). The effects of assessment as learning (AaL) on ESL students’ academic performance and motivation: Developing self-regulating agents of learning. FWU Journal of Social Sciences. 4(4), 26-42.
⦁ Ali, Z., Thomas, M., & Hamid, S. (2020). Teacher educators’ perception regarding the effect of their technological pedagogical and content knowledge on their classroom teaching. New Horizon. 14(2), 17-38.
⦁ Siddiqui, S., Soomro, N.N, & Thomas, M. (2020). Blended learning sources of psychological needs: An empirical students conducted on O-levels chemistry students in metropolis city of Pakistan. The Association of Open Universities Journal (AAOUJ), 15(1), 49-67.
⦁ Siddiqui, S., Thomas, M., Soomro, N. N. (2020).  Technology integration in education: Source of intrinsic motivation, self-efficacy and performance: Technology integration in science education. Journal of e-Learning and Knowledge Society, 16(1), 11-22.
⦁ Afzal, A., & Thomas, M. (2019). Effect of technology-supported learning environment on the academic performance of secondary school students. Global Regional Review, IV (II), 280-289. doi: 10.31703/grr.2019(IV-II).30.
⦁ Zamir, S., & Thomas, M. (2019). Effects of University Teachers’ Perceptions, Attitude and Motivation on their Readiness for the Integration of ICT in Classroom Teaching. Journal of Education and Educational Development, 6(2), 308-326.
⦁ Hussain, K., Saad, I., & Thomas, M. (2019). Teachers’ role in developing English poetry appreciation skills among students of intermediate colleges of Sindh, Pakistan. New Horizon, 13(2), 205-222.
⦁ Ghaffar, S., Hamid, S., & Thomas, M. (2019). Impact of teacher self-efficacy on student motivation towards science learning. Review of Economic and Development Studies, 5(2), 225-234.
⦁ Shabroz, Thomas, M., & Hamid, S. (2019). Impact of Transformational Leadership Style on Organizational Commitment: A Quantitative Study at Higher Education Level in Karachi, Pakistan. . Journal of Education and Social Sciences (JESS), 7(1), 1-16.
⦁ Thomas, M., & Madden, M. (2018). Developing leader behaviours among the students of an educational leadership programme. Journal of Education and Social Sciences (JESS), 6(1), 55-66.
⦁ Thomas, M., Madden, M., & Qazi, W. (2016). Learning organization orientation in gender-based categories of schools. Journal of Research and Reflections in Education, 10(1), 51-68.
⦁ Thomas, M. (2012). Teachers’ Beliefs about Classroom Assessment and their selection of Classroom Assessment Strategies. Journal of Research and Reflections in Education, 6(2), 104-115.
⦁ Rawat, K. J., Thomas, M., & Qazi, W. (2012). Factors that inhibit teachers from adopting a student-cantered teaching approach. European Journal of Social Sciences, 28(3), 383-390.
⦁ Qazi, W., Rawat, K. J., & Thomas, M. (2012). The role of practicum in enhancing student teachers’ teaching skills. American Journal of Scientific Research, (44), 44-57.
⦁ Thomas, M. (2008). Using PBL to enhance student teachers’ science content knowledge. Journal of Research and Reflections in Education, 2(1), 66-91.