Marital status is a predictor of participating by mastering ones' skills according to change of practices due to marriage such as; presence of children; economic factors; availability of the partner and so on. This factor is associated to the effect of quality because it governs adaptation. These views were put forth by Gottman and Notarius (2002); who emphasized that marital status is governed by changing role of women cultural variation in marriage, immune system, marital distress, long life

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... nd health psychology. They further advocated that it affect the profession by changing their approach to adjust to their profession and along with it one's personality. Based on the research work, Sanders and Rivers (1999) advocated that inputs of learning are affected by one's learning inputs. The logical reason behind this is that with increased pressure of time and energy one is not able to invest more in quality of education. This means marital status is affected by cumulative nature of learning inputs. These views were also put forth by Hanushek (1999); who disclosed that if huge investments are not made then lack of confidence approach takes the casual relationship between individuals and outcomes. Now the point arises how marital status affects the adaptation process of the teacher as learner and as teacher. The reason behind this was conceptualized by Lopes (2002); who emphasized that the process of adaptation is dynamic and continuous because of negotiation between wishes, opportunities and constraints. The very same views were also recognized by Lee, Zhang, Song and Huang (2013); who perceived adaptation as an acquisition which has direct or indirect influence on capacities of teachers' teaching and learning. This led us to believe that teacher's conceptions and practices are shaped and driven by his/her status of marriage that is; married, single, divorced or widower. The undertaken study makes an attempt to measure how marital status effect the adaptation of quality learning as single or married Abstract Marital status play a dominant role in the lives of teachers' as professionals by affecting ones' status with marriage viz; single, married, divorced or widowed. Studies conducted by[Arnold (1982); Diamond (1987); Valdez and Gutek (1987); Eyer (1993);Fontaine (1996); Antikainen (2001); Biagetti and Scicchitano (2009); Solomon (2011); Mundy (2012);Thomas, Raynor and Al-Marzooqi (2012); Stringer, Saqr and Tennant (2015)]; revealed that marital status influence by affecting ones' outlook and commitment by sacrificing their personal lives and careers. Keeping in view, the research work of researchers' the undertaken research laid emphasis on (i) Marital status as married or single; (ii) attitude as a coping strategy with adaptation; (iii) association with continuous professional improvement and personalization as a self regulated skill. 300 in-service teachers working in 16 colleges of education of Punjab participated for the study. The results of the study highlighted that married teachers have more power to adapt to their teaching profession than single in-service teachers. This may be due to the demands of raising and having family.