عصر حاضر کے تناظر میں اسلامی فلاحی ریاست کے اصول و مبادی

In every age, the state has been a better form of the congregation and an integral part of societies. There has never been a state in human history that has introduced so many social reforms in a short period of time as Madina State did in a short period of time. That is why the state of Madina will remain a role model for all states established until the Day of Judgment. History testifies that as long as Islamic states followed this role model, their contemporary states continued to envy on their social, economic and military position. But unfortunately, the decline of the Muslim Ummah reached the peak by the fall of the Ottoman Empire, the representative state of the Muslims, in the early twentieth century. But before the half-century was over, the Islamic world began to gain independence from colonial powers. By the end of the twentieth century, more than fifty Muslim countries appeared on the geography of the modern world, but their flags were the spokesmen for colors, ethnicity, language, and region except for Pakistan. Political freedom from ideological and intellectual freedom could not be transformed by the Islamic nation’s imperialist powers Rather, the political leadership continued to work on the agenda of the West, causing many social and economic problems for the present Islamic States. The prevailing conditions of the present Islamic countries require that their rulers should re-establish their policies by making Madina state as their role model. The following article presents a golden outline of the welfare state, which will help to make the current Islamic state a welfare state.

A Study of Job Satisfaction Factors As Perceived by Teachers and Head Teachers at Secondary Level in a Selected District of Sindh

The present study attempted to analyze government secondary school teachers’ level of job satisfaction and role of head teachers in addressing issues relating to teachers’ motivation. In order to pursue the objectives of the study, the following research questions were framed. 1. What is the level of government secondary school teachers’ job satisfaction in district Naushahro Feroze? 2. How do head teachers ensure teachers job satisfaction and motivation in government secondary schools? 3. Is there any significant difference in facets of job satisfaction among male and female secondary school teachers? 4. What factors lead towards satisfaction/dissatisfaction among secondary school teachers? 5. What correlation exists between facets of job satisfaction and the overall job satisfaction of secondary school teachers? Mixed method paradigm was used for the conduct of this study. Quantitative data was collected through administration of questionnaire and qualitative data was collected through conduct of interview. The population of this study comprised government secondary school teachers, Head Teachers (HTs) and a representative from the District Education Office. There are 88 government secondary and higher secondary schools in District Naushehro Feroz. For the present study, 30 schools, 30 Head teachers and 342 secondary school teachers were selected. Data collection instruments included ‘Teachers’ Job Satisfaction Survey (JSS)’, ‘Head Teachers’ Informal Interview Schedule’ and ‘Group Discussion (GD) Schedule’. The reliability of the JSS total scale had a Cronbach’s Alpha Coefficient of 0.87. Quantitative data were analyzed in SPSS and HTs interviews and Group discussions were analyzed using Thematic Analysis approach Analysis of data revealed that: teachers were satisfied with their monthly salary, fringe benefits and administrative support provided to them in discharging their responsibilities as teachers. Regarding the facets of policy, the overall mean score suggested that teachers are moderately satisfied with school policies, school goals and the performance of the school management committee (SMCs). On the facet of working environment, teachers’ views can be Classified into two categories. Firstly, Teachers are satisfied and believe that their job is safe, the workload was appropriate, the communication system was well-organized, and teaching provided those opportunities for effective use of professional skills. They seemed less satisfied with the availability of teaching materials and believed that there was an absence of collaborative culture in the schools. Secondly, the data also suggested that teachers were dissatisfied with opportunities for promotion and professional development. The opportunities for professional growth have been limited and not focused on the professional needs of teachers. Overall, teachers expressed dissatisfaction with the following problems. 1) Shortage of physical and academic facilities in secondary schools. 2) Political interference in teachers’ transfers and posting. 3) Nonexistent or insufficient teaching resources. 4) Lack of adequate support of the head teachers. 5) Lack of opportunities for professional development. It is argued that teachers particularly at secondary school level are not motivated to work with zeal and zest. This phenomena is interpreted that they are not satisfied with their jobs. Therefore, this study was undertaken to find out the reasons for satisfaction and dissatisfaction of the teachers. The study has made several recommendations. The teacher may be involved in the decision-making process. Process of promotion may be expedited. Instructional and reading materials and books may also be made available in the library. The teachers and head teachers consider these facilities as pre-requisite for professional satisfaction and effectiveness of the teachers. There should be no political interference in the appointment, transfer and promotion of teachers. It should be purely on a merit basis. Government should provide the physical facilities like drinking water, toilets and necessary equipment in the laboratories. Further, to enhance the morale and effectiveness of teacher’s job satisfaction, programs of professional development may also be arranged positively on a continuous basis.