مولانا سیّد انور شاہؒ
دین و دانش کی دنیا کا مہرانور ۳؍ صفر ۱۳۵۲ھ (۲۹؍مئی ۱۹۳۳ء) کی صبح کو دیوبند کی خاک میں ہمیشہ کے لئے غروب ہوگیا، یعنی مولانا سید انور شاہ صاحب جانشین شیخ الہند و صدر المدرسین دارالعلوم دیوبند نے دوبرس کی علالتہ بواسیر اور ضعف و نقاہت کے بعد ۵۹ برس کی عمر میں وفات پائی، مرحوم کا وطن گو کشمیر تھا، مگر تعلیم سے فراغت کے بعد ایک مدت تک مدینہ منورہ میں اقامت کی، پھر واپس آکر استاد کی خواہش اور اصرار سے دارالعلوم کی صدارت کی ذمہ داری قبول فرمائی، اور جس کو حضرت شیخ کے زمانۂ جنگ میں ہجرت کے بعد سے ۱۹۲۹ء تک اس طرح انجام دیا کہ چین سے لے کر روم تک ان کے فیضان کا سیلاب موجیں لیتارہا اور ہند اور بیرون ہند کے سینکڑوں تشنگان علم نے اس سے اپنی پیاس بجھائی۔
مرحوم کم سخن لیکن وسیع النظر عالم تھے، ان کی مثال اس سمندر کی سی تھی جس کی اوپر کی سطح ساکن لیکن اندر کی سطح موتیوں کے گراں قیمت خزانوں سے معمور ہوتی ہے، دو وسعت نظر، قوتِ حافظہ اور کثرت حفظ میں اس عہد میں بے مثال تھے، علوم حدیث کے حافظ اور نکتہ شناس، علوم ادب میں بلند پایہ، معقولات میں ماہر، شعر و سخن سے بہرہ مند اور زہدہ و تقویٰ میں کامل تھے، اﷲ تعالیٰ اپنی نوازشوں کی جنت میں ان کا مقام اعلیٰ کرے کہ مرتے دم تک علم و معرفت کے اس شہید نے قال اﷲ و قال الرسول کا نعرہ بلند رکھا۔
مرحوم کو سب سے پہلے ۱۹۰۶ء یا ۱۹۰۷ء میں دیوبند میں دیکھا، جب وہ اور مولانا حسین احمد صاحب مدنی سرزمین عرب سے تازہ وارد ہند تھے، مدرسہ دیوبند میں میری حاضری کی تقریب سے طلبہ اور مدرسین کا ایک جلسہ...
Literally Bai't means solemn assurance to do something and absolute submission to one's commands. All the believers have declared to follow the commands of Allah Al-Mighty and act upon the guideline of His Holy Prophet (P.B.U.H). In the early days of Islam, every person intending to embrace Islam use to take an oath of obedience and loyalty to the orders given by the Prophet (P.B.U.H). The person gave his hand in the hands of the Prophet (P.B.U.H). Afterwards, this sort of oath was introduced in many kinds; one of them is "Bai't Islah or Bai't Al Tuba". The Bai't is in accordance with the spirit of Islamic teachings. The scholars of Islam in majority have accepted its authenticity as discussed in the article under reference.
Title: “RELATIONSHIP BETWEEN INSTRUCTIONAL LEADERSHIP AND TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN THE PROVINCE OF KHYBER PAKHTUNKHWA, PAKISTAN”. Researcher: Zafar Khan Supervisor: Dr. Umar Ali khan University: Gomal University, Dera Ismail Khan, KPK, Pakistan Year: 2012 Subject Area: Education Degree: PhD This study aimed at exploring teachers’ perceptions of instructional leadership of secondary school heads and relationship of these perceptions with their performance on the job at secondary school level in the province of Khyber Pakhtunkhwa (Pakistan).The population of study consisted of 4488 teachers working in secondary schools during academic year 2009-10. Six hundred and fifty secondary school teachers were selected by using stratified random sampling technique, 493 (309 male and 184 female) teachers from 14 districts of the province responded with a response rate of 76%. Two instruments were used to collect the data: Instructional leadership questionnaire (ILQ) and teacher job performance scale (TJPS). ILQ was developed by the researcher and reliability of ILQ was measured by using Cronbach alpha coefficient, resulting in 0.87 for formulating educational objectives, 0.85 for developing learning environment, 0.83 for protecting instructional time, 0.87 for supervising and monitoring the progress, 0.88 for promoting professional development, and 0.96 for the whole questionnaire. Teacher Job Performance Scale (TJPS), developed by Hanif (2004) was adapted for this study. Mean, Standard xdeviation, t-test, Correlation and regression were the statistical techniques used for the analysis of data.The results showed that teachers perceived instructional leadership of their school heads at moderate level in four functions, except for the function of providing learning environment that was perceived by teachers at higher level. Gender wise results showed that female secondary school heads were perceived better instructional leaders than their male counterparts in formulating educational objectives, providing learning environment, supervising and monitoring the progress, but in the functions of protecting instructional time and promoting professional development both are at the same level. No statistical significant difference was found in the teachers’ perception about instructional leadership of secondary school heads in rural and urban areas.A positive and statistical significant correlation at moderate level was found between Teachers’ perceptions of instructional leadership with their job performance. There were 16 out of 20 pairs showed positive correlations between Perceived instructional leadership measures and teachers’ job performance at .05 levels of significance. Positive impact of perceived instructional leadership was found on teacher job performance. According to teachers’ perceptions, 37% estimate in their job is contributed by the instructional leadership of school heads. As the perceptions of teachers about instructional leadership increases their level of performance also increases. It was concluded that instructional leadership employed by secondary school heads is at moderate level and contribution of instructional leadership function promoting professional development in the promotion of teachers’ job performance is higher as compared to other four functions. Research study suggested that secondary school heads should pay more attention on supervision and monitoring of the instructional process in their schools. xiIt is further recommended to Elemenatry and Secondary Education Department that workshops seminars and conferences should be organized so that school heads’ and teachers come together to discuss their problems for bringing improvement in teaching learning. This study provided a foundation for further research and added a measurement tool to the leadership literature.