وہ کم کم یاد رکھتا ہے زیادہ بھول جاتا ہے
ہمیشہ کر کے وعدہ اپنا وعدہ بھول جاتا ہے
ارادہ کر تو لیتا ہے وہ میرا ساتھ دینے کا
مگر اکثر یہ ہوتا ہے ارادہ بھول جاتا ہے
بھلا دیتے ہیں ایسے شخص کو سب خانداں والے
جو اپنی اصل ، اپنا خانوادہ بھول جاتا ہے
کشادہ گھر بنا لیتا ہے جو زردار ہوتا ہے
مگر رکھنا وہ اپنا دل کشادہ بھول جاتا ہے
اگر چالاک ہوتا یاد رکھتا تہمتیں سب کی
یقیں مانو کہ تائبؔ ہے جو سادہ بھول جاتا ہے
The Mughal period (1592-1737 CE) rightly claims to produce an abundant amount of literature on history and culture of Sindh. This article aims to highlight impacts of Mughal rule on politics, administration and society of Sindh. There were a number of official writers emerged, who endeavored for drawing a plausibly adequate picture of the Mughal administration. Their narrations have been qualified by the quality and expanse of available information. Studies of the Mughal administration in Sindh are, for the most part, relied upon notable works significantly include some indigenous historical sources. This article fundamentally based upon the two such masterpieces titled Tarikh-i-Sindh alias Tarikh-i-Masumi (c. 1593 CE) and the Mazhar-iShahjahani (c. 1634 CE). Both of these compilations offer an overview of the dynamics of the Mughal politics concerning different administrative units and offices. Besides the political history, some new aspects in terms of socioeconomic conditions are also evident on the basis of the first hand record. I anticipate that this endeavor would reveal some extent the true perception about the politics and society in Sindh under the Mughals.
The main focus of this study was to find out the relationship among Public secondary schools’ science teachers’ socio-economic status (SES), teaching profession attitude, and their students’ academic achievement. Eight (8) members of focus group were selected through purposive sampling to find out the factors related to study variables. After literature review and focus group discussion, a questionnaire was developed for nine-hindered (900) secondary school’s teachers from all over the Punjab through stratified random sampling technique. The major findings showed no significant difference regarding SES and attitude towards teaching profession of rural and urban teachers. Moreover SES and teaching profession attitude of male teachers was found out less than of the female teachers. In addition to this, students’ academic achievement of male teachers was concluded greater than of the female teachers while leveled the students’ academic achievement of urban and rural teachers. It is noticeable that only teachers’ socio-economic status and their attitude towards teaching profession were positively correlated. The study recommended that salaries, satisfactory working conditions, and hardship area allowance should be provided to teachers to uplift their SES. In addition to this, a qualitative study was recommended to know the current images of teachers in the eyes of stakeholders. It was also suggested to make the profession respectable through providing due respect by public and media.