(1) عبد الحق، پروفیسر، اقبال کے ابتدائی افکار، فکری سرگذشت، صفحہ 40
(2) عبدالحق، پروفیسر، تنقید اقبال اور دوسرے مضامین ، فکر اقبال کی سرگذشت کا دوسرا دور ، صفحہ 20
(3) اقبال، بکھرے خیالات، ڈاکٹر جاوید اقبال، مترجم، پروفیسر عبدالحق، صفحہ 93
(4) عبدالحق، پروفیسر، فکر اقبال کی سرگذشت ، صفحہ 144
(5) عبدالحق، پروفیسر ، فکر اقبال کی سرگذشت ، صفحہ 145
(6) اقبال، کلیات اقبال فارسی، جاوید نامہ، فلک زحل، صفحہ 730
(7) اقبال، بکھرے خیالات، ڈاکٹر جاوید اقبال، مترجم پروفیسر عبد الحق ، صفحہ 60
(8) اقبال ، کلیات اقبال اردو، بانگ درا، وطنیت ، صفحہ 18
(9) عبد الحق، پروفیسر، اقبال کا حرف شیریں، اقبال اور تعلیم و تربیت ، صفحہ 55
(10) عبد الحق، پروفیسر، اقبال اور اقبالیات، اقبال اور مقام شبیری، صفحہ 16
(11) عبد الحق، پروفیسر ، اقبال اور اقبالیات ، اقبال اور مقام شبیری ، صفحہ 11
(12) عبدالحق، پر وفیسر، تنقید اقبال اور دوسرے مضامین، مطالعہ اقبال کے چند اسلامی پہلو، صفحہ 21
(13) عبد الحق، پروفیسر ، اقبال اور اقبالیات ، اقبال کا شعری آہنگ، صفحہ 41
(14) اقبال ، کلیات اقبال اردو ، ضرب کلیم، مومن، صفحہ 558
An Efforts to improve the morality of learners are always conducted in education. Educational institutions are morally obligated to increase personality development of their students. SDN Inpres Bumi Bahari Kec. Palu Barat through the implementation of school rules, intends to form the character of learners. This circumstance is the basis of this research. This research based on descriptive qualitative methods. The Source of data obtained from principals, teachers, and Learners. This research used varieties methods such as observation, interviews, and documentations in data collecting process. Furthermore, data that has been netted, analyzed using data reduction techniques, data display, and data verification. The results of the study concluded that the application of school rules can shape the behavior of learners to be a good personality. The behavior of learners is directed towards moral learner. The process of character building of learners finds some barriers because learners have a different understanding of school rules order. In addition, many students have a strong influence of the habits they bring from their homes, so they are not familiar with the rules set by their school.
Classroom management practices at early childhood education (ECE) level are different from higher levels of education. ECE is the base of whole life and effective classroom management practices can play a vital role in all aspects of children development. It is therefore, the aim of this study was to explore the classroom management practices of early childhood teachers (ECT) working in Urban and rural area of Punjab. The study was descriptive in nature and survey research method was used to collect the data from ECT. District Gujranwala from the Punjab was selected on the base of convenient sampling technique. For survey, 320 early childhood teachers from urban and rural public schools of district Gujranwala were selected randomly. The data were collected through questionnaire from ECE teachers. The researcher personally visited respondents; response rate was 100 %. The questionnaire was divided in the three parts according to the classroom management practices. There was significant difference found between urban and rural area teachers about students learning performance and classroom (p<0.05). No significant difference was found between urban and rural area teachers in case of structure and environment of classroom management and behavior in classroom (p>0.05). It was concluded that there is a need for empowerment of teachers for management of their classrooms. Teachers should be given the opportunity to identify their own needs and should explore innovative ideas and information. It is important for teachers to possess and develop a set of skills to perform their task effectively. Furthermore, they should also think about their classroom management practices. Finally, recommendations were put forward based on the major findings to facilitate effective classroom management practices.