جنات کی حقیقت (اسلامی تعلیمات کی روشنی میں ایک تحقیقی جائزہ)

Some things we can not drive and achieve ethics from wisdom and philosophical thought.  Just as Jinnah (Jinn). Literary word Jinnah (jinn ) is derive from the Arabic alphabet means to hide or  cancel. Thus as their description suggests that  they are invisible physically. Different views has been recorded and reported that these are not a  created being, just a doubt or (whim) but others believe them a creature not a result of any hidden feeling  sense of thought but here sacred jurisprudence (shari’ah) states that they are created one like humans having proper way of  youth and puberty, having domestic life and science suffered towards death lastly human eye can  not see us bound to fulfill the requirement of shari’ah and observed to keep in different sects and tribes persuasion like us. Human and jinnat as power and authority.  Quran proves courtery which we can not ignore. “ I did not create the jinns and human except to worship me”(51/56). Islamic jurisprudence is the best source to prove to existence of jinns with beliefs and thick proof   as Rab e kareem say, s “ Indeed we created man from dried clay of  black smooth mud and we created the jinn before that from the smokeless flame of fire”.(15: 26/27)

Role of the Head Teacher in Fostering Collaborative Learning Among Teachers in a Government Secondary School

Recently the concept of the collaborative teacher learning has emerged as a popular and powerful strategy for teachers' professional development. The strength of collaborative teacher learning is that it encourages workplace learning and develops a sense of continuous professional growth among teachers. More importantly, the role of the headteacher in bringing about any kind of change in the school premises is found to be very crucial. Due to their position, authority and influence within the school, they can bring improvement in their own practices and also encourage and involve other colleagues to do the same. The purpose of this study was to explore the role of a headteacher in fostering collaborative learning among teachers in a government boys' secondary school in Karachi, Pakistan. For this study, the case study design was employed under the qualitative research paradigm. Research participants included the headteacher of the school as the main research participant and four teachers from different grade levels, with different experiences. The purpose of selecting such teachers was to generate data from various perspectives. Data were collected through interviews, observations, document analysis and informal talks. All the recorded data were first transcribed, analyzed by coding and categorized during the fieldwork. After the fieldwork, summative data analysis was employed. The study reveals that the headteacher plays a very significant role in fostering collaborative learning among teachers. He has created such an environment that provides teachers opportunities to learn from each other by involving them in activities that require working together as a team, guiding and supporting each other. The headteacher continuously encouraged teachers to build confidence and helped them in utilizing their own expertise and capabilities through sharing and discussions for better teaching and learning practices. This shows that the concept of collaborative teacher learning can be used as a very successful strategy for teachers' continuous professional development in the government schools in the context of Pakistan, where there are few opportunities for teachers to join professional development institutes.