Why we need to include the citations?

Dear Respected Readers, I am proud to have three outstanding publications in PLOS One which is one of the world top-class leading journals. In future, we will be the part of PLOS One.

Dear Readers, there are no errors in the content of the papers i.e., introduction, methodology, results, discussion, conclusions and recommendations. Actually, after completion of PhD research work, we extracted six papers from the PhD dissertation and submitted to different national as well as international journals at the same time and most of the papers were published probably in 2018. In all these papers, the methodology is same as these papers have been prepared from the same dissertation. In addition, some content in the Introduction section is overlapping due to the same variable investigated (Occupational Stress).

So, I want to include the citations the papers published slight earlier in order to comply with the copyrights of the journals. This issue has been created due to the submission and publication of the papers at the same time. Hopefully, you will understand the issue

The citations of the following papers are required to be included:

Suleman, Q., & Hussain, I. (2018). Job Satisfaction among Secondary-School-Heads: A Gender Based-Comparative Study. Education Sciences, 8, 28; doi:10.3390/educsci8010028

Suleman, Q., Hussain, I., & Shehzad, S. (2018). Relation of Occupational Stress and Job Satisfaction: A Study of Secondary School Heads in Khyber Pakhtunkhwa, Pakistan. Global Social Sciences Review (GSSR), III(II), 237 – 272. http://dx.doi.org/10.3170...(III-II).15

Citations to be put in the following areas of the paper (pone. 0208143):

INTRODUCTION

Page 1-2 (Paragraph 1)
“Effective leadership has long been considered very imperative to ensure successful performance of schools by introducing a vivacious environment, providing adequate resources, and creating good relations and students’ performance [1–2] (This paragraph should also be cited by Suleman, Hussain, & Shehzad, 2018). Social changes have converted the school into a more dynamic and complex institution than what has been experienced so far. A good leader mobilizes resources to achieve the objectives of the collective interests; takes decisions to achieve societal goals; extracts, produces and distributes channels towards the promotion of individual’s prosperity in the organization. Due to the importance of leadership in the community, heads may provide effective leadership for the attainment of educational goals. It is imperative to modify and improve the performance of the school head and to recognize specific leadership behaviors and practices that have positive effects on institutional as well as students’ performance [3]”. (This paragraph should also be cited by Suleman, Hussain, & Shehzad, 2018).

Page 2 (Paragraph 2)
“Successful leaders are aware of their feelings and knows the strengths and weaknesses, and they have a strong sense of self-respect and self-esteem. Effective leadership manage themselves with discipline, control negative emotions, show flexibilities, and maintain integrity. A head of the school must use emotional as well as general intelligence to accomplish these responsibilities to meet effectively the mandates of state and federal as well as fulfil the mission and the vision of the school successfully [2] (This paragraph should also be cited by Suleman, Hussain, & Shehzad, 2018). Therefore, effective leadership is widely accepted as being a fundamental element of an organization and playing a vital role in ensuring individuals’ prosperity and organizational productivity. Without effective leadership, an organization cannot succeed in getting right way of success and leaders are unable to perform their duties effectively until they are psychologically strong, competent, satisfied and secured in a working place. Leaders having problems may create numerous disagreeable and unpleasant consequences for organization and its workforces which pessimistically affect the overall performance of an organization. Therefore, psychological well-being and occupational stress of individuals are the most dominant and leading variables as these variables are directly responsible for good and bad performance.”. (This paragraph should also be cited by Suleman, Hussain, & Shehzad, 2018).

Page 4 -6
Models of the Occupational stress
Under the heading “Models of the Occupational stress” the following sentence should be added:

“As cited in Suleman, Hussain, & Shehzad (2018), the following are the models of the occupational stress:”


METHODS AND MATERIALS
Page 9
Study Population
“The study was conducted in the province of Khyber Pakhtunkhwa (Pakistan) which is located in the north-western region of the country. It is divided into seven divisions and 25 districts. Peshawar is the largest city and provincial capital of Khyber Pakhtunkhwa. It was previously recognized by North-West Frontier Province (NWFP). The study in hand was conducted in 10 out of 25 districts of Khyber Pakhtunkhwa namely, Karak, Kohat, Hangu, Peshawar, Bannu, Abbottabad, Nowshera, Charssada, Lakki Marwat, and Malakand. In educational research, it is imperative to ensure an accurate depiction of the population of the subjects or elements under investigation i.e., persons, objects, organizations etc. The entire group of individuals to which the investigator generalizes the results is called population. In current study, all the secondary school heads in Khyber Pakhtunkhwa constituted the population of the study. In the light of EMIS Report published by Education Department of Khyber Pakhtunkhwa, there were total 2108 functional public secondary schools in Khyber Pakhtunkhwa (Male n = 1386; Female n = 722). The total number of secondary school heads in these schools were 2108 (Male n = 1386; Female n = 722) (see Table 1) [56].” (This paragraph Should also be cited by Suleman & Hussain, 2018).

Table 1 (https://doi.org/10.1371/j...) (this table should be cited by Suleman & Hussain, 2018).

Page 10
Sample and Sampling Technique
(First 6 lines)
“In educational research, multi-stage sampling technique is extensively practiced globally as it is more systematic, convenient and trustworthy. Multistage sampling is used when the population is widely scattered and adequate resources are not available. Different sampling techniques may be used for selecting sample at each stage according to the nature of the population i.e., simple random sampling technique, stratified sampling technique etc. Simple random sampling is the simplest of the probability sampling techniques”. (This paragraph should be cited by Suleman, Hussain, & Shehzad, 2018).

(Last 10 lines)
“So, at first stage 10 (40%) out of 25 districts of Khyber Pakhtunkhwa i.e., Kohat, Karak, Bannu, Abbottabad, Peshawar, Lakki Marwat, Nowshera, Charssada, Malakand and Hangu were carefully chosen randomly as a primary sampling unit. At second stage, 60% Boys and 60% Girls secondary schools were selected with the help of stratified sampling technique as secondary sampling unit. At third stage, 75% male and 75% female secondary school heads were selected randomly from the said selected secondary schools as tertiary sampling unit. In this way, the total sample comprised of 402 secondary school heads (Male n = 260; Female n = 142) selected from 534 government secondary schools located in the sample districts (See Fig 1). Table 1 shows the population and sample size of the study”. (This paragraph should be cited by Suleman, & Hussain, 2018).

FIGURE
Fig 1. Multistage sampling technique (https://doi.org/10.1371/j...) (this figure should be cited by Suleman, & Hussain, 2018).

Page 10-11
Measurement
“Occupational stress index (OSI). The occupational stress was measured through Occupational Stress Index (OSI) originally designed and standardized by Shrivatsava and Singh [59]. OSI is a widely acceptable scale for measuring job stress. It has been applied by a number of psychologists in researches. The scale is specially designed to measure the stress which is perceived by the workforce from numerous conditions and dimensions of their job position. The scale may be used to assess the stress of the workforces employed in context of industries or other non-production departments such as, education, medical etc. The scale consists of twelve dimensions i.e., role overload, role conflict, role ambiguity, unreasonable group & political pressure, under participation, responsibility for persons, powerlessness, intrinsic impovishment, peer group relations, low status, strenuous working condition, and unprofitability (See S1 Appendix). The scale comprises of 46 items designed on five-point likert scale. Among these items, 28 were true keyed and 18 were false keyed items. The true keyed items were rated as 5 = strongly agree, 4 = agree, 3 = undecided, 2 = disagree and 1 = strongly disagree while the false keyed items were rated as reversed. The reliability coefficient calculated by Split Half (odd-even) strategy and Cronbach’s Alpha Coefficient for the scales were found to be 0.937 and 0.90 respectively”. (This paragraph should be cited by Suleman, Hussain, & Shehzad, 2018).

Page 11
“Occupational Stress Index (OSI) is highly reliable standardized research instrument which is used to gauge occupational stress of the employees in different context. In the light of social and culture context, it was important to confirm its reliability and therefore Cronbach’s Alpha was used to calculate the reliability of OSI. Table 2 shows the Average Internal Consistency Reliability (Cronbach’s Alpha) of the subscales of Occupational Stress Index (OSI). Cronbach’s Alpha shows that each subscale has a high reliability coefficient. Additionally, the analysis reveals that the overall internal consistency reliability (Cronbach’s Alpha) of OSI was computed as 0.872 which confirms that OSI is exceptionally reliable research instrument for measuring occupational stress”. (This paragraph should be cited by Suleman, Hussain, & Shehzad, 2018).

Table 2
Table 2. Average internal consistency reliability (cronbach’s alpha) of the sub-scales of occupational stress index (OSI). https://doi.org/10.1371/j... (This table should be cited by Suleman, Hussain, & Shehzad, 2018).

Page 13
Data collection and analysis
“Before the commencement of research study, it was approved by the Advance Studies & Research Board (ASRB) of Kohat University of Science & Technology (Pakistan). After the approval of the study from ASRB, it was imperative to seek the permission from the Director of Elementary & Secondary Education Khyber Pakhtunkhwa, Pakistan. So, after getting formal permission (See S3 Appendix) from the Director, data collection process was commenced on November 15, 2016 and completed on February 15, 2017. In some of the districts, data were collected through personal visits. However, data was also collected through mail in case of far-flung areas. For this purpose, questionnaires were mailed to participants on their school addresses in six districts of Khyber Pakhtunkhwa i.e., Peshawar, Malakand, Charssadda, Nowshera, Bannu and Abbottabad. Participants were provided with a covering letter explaining the purpose of the study. In covering letter, the participants were told that completion of the questionnaires would be considered to be their consent to participate in the study. They were also informed that their responses would be kept confidential and would be used only for the research purposes. Additionally, they were assured that their responses would be destroyed immediately after analyzing the data. In addition to covering letter, a self-addressed envelope was enclosed with each mailing registered letter for returning the questionnaires after completion. To get maximum response rate, follow-up study was done. Due to follow-up study, 100% responses were received successfully” (This paragraph should be cited by Suleman, Hussain, & Shehzad, 2018; Suleman & Hussain, 2018).


Page 13-14
Participants’ demographic characteristics
“In this study, 402 secondary school heads (male n = 260, female n = 142) participated on the request of researchers through formal permission. As presented in Table 4, the statistical analysis indicates that 64.68% secondary school heads were males and 35.32% were females. In case of age, 6.71% secondary school heads were in age group 30–34 years, 12.19% were in age group 35–39 years, 18.90% were in age group 40–44 years and 62.19% were in age group 45 years & above. In term of service length, 46.77% heads had (01–04) years, 25.62% had (05–09) years, 17.16% had (10–14) years, and 10.45% had 15 years & above. In terms of academic educational level, 46 (11.44%) were bachelor degree holders, 341 (84.83%) were Master degree holders, 12 (02.99%) were M.Phil degree holders and 03 (00.75%) were PhD degree holders. In case of professional qualification, 221 (54.98%) were bachelor degree holders, 168 (41.79%) were Master degree holders, 11 (02.74%) 02 (00.50%) were M.Phil degree holders and 03 (00.75%) were PhD degree holders. With respect to locality, 90 (22.39%) heads belonged to urban localities while 312 (77.61%) heads belonged to rural localities”. (This paragraph should be cited by Suleman & Hussain, 2018).

Table 4
Table 4. Descriptive statistics of demographic information of secondary school heads (n = 402). https://doi.org/10.1371/j... (This table should be cited by Suleman & Hussain, 2018).

Thank you very much....