دینی پروگرامز میں موسیقی کا حکم اور اس کا جائز متبادل

Music and the instruments used for it are forbidden clearly in Quran and Sunnah. The Prophet Muhammad SAW warned us about its punishment in hereafter. Along with it due to its attraction to human’s interests, Music is often added to various programs. Besides listening it in songs, it is used as background in various audios and videos. The aim of this background music is to make the program more effective and attractive to the audience. As nowadays TV and Radio are also being used as means of preaching Islam, especially in the current age of social media many web and social media channels have been emerged to propagate Islam. One of the main problems been faced by these channels is forbidden of music in Islam, due to which the public does not take enough interest in them as compared to other entertainment channels. In this paper after discussing shariah status of Music I have tried to come up with various alternate ways to make the religious and Islamic Programs more attractive and effective to the people.  

A Comparative Study of Leadership Self Efficacy of Public and Private Secondary School Head Teachers

The main purpose of the study was to compare the leadership self-efficacy of secondary school head teachers. ?A Comparative Study of Leadership Self-Efficacy of Public and Private Secondary School Head Teachers? was conducted in Faisalabad. The head teachers of public 464 (male 213 and female 251) and private 356 (male 108 and female 248) secondary schools constituted the population of this research study. Multistage sampling technique was used for selecting sample of this research study. The proposed sample size was 120 secondary school head teachers working in both public and private secondary schools. 120 head teachers (60 male and 60 female) were selected from each two public and private secondary schools. The list of secondary schools was taken from the Board of Intermediate and Secondary Education Faisalabad official website. Researcher developed a questionnaire by keeping all the research protocols in mind. Questionnaire was developed according to the objectives of the study. It was a 5-point likert scale with 1=Strongly Disagree, 2=Disagree, 3=Un-decided, 4=Agree, 5=Strongly Agree. Leadership Self-Efficacy Scale (LSES) content validity was ensured through five expert opinions and coefficient of reliability was determined through pilot testing. Cronbach-alpha coefficient reliability for the overall scale is placed to be .89 (80items). The collected data was analyzed through the use of computer software named Statistical Package for Social Sciences (SPSS). Both types of statistics i.e. inferential statistics and descriptive statistics were used for analysis of data. Independent-samples t-test was used for comparison purpose. Interpretations of the data were made to draw inferences. There was no significant mean difference found in leadership self-efficacy of public secondary school head teachers (M=313.31, SD=23.81) and private secondary school head teachers (M=314.71, SD=16.08); t (-1.40) =-.37, p=.70. There was significant mean difference found in leadership self-efficacy of male secondary school head teachers (M=320.03, SD=17.73) and female secondary school head teachers (M=308.00, SD=20.95); t (12.03) =3.39, p=.00*.