الامام ضیاء المقدسی و منھجہ فی کتابہ الاحادیث المختارۃ

Different scholars have compiled the books which contain a large numbers of authentic Ahadith (Ahadith Sahiha), to achieve this purpose, they introduced different hadith sciences to distinguish between the true and the fabricated hadith. The authentic Sunnah is contained within the vast body of Hadith literature. One of them is Imam Zia ul Maqdasi. Imam Zia Uddin Muhammad bin Abdul Wahid Maqdasi’s book “Al Ahadith al Makhtara” is one of the best books of its kind. Many Islamic scholars have declared it better than Imam Hakim’s book Al Mustadrak. Allama Iraqi, one of his contemporaries said that the Ahadith given in his book Al Ahadith al Makhtara were not ascertained to be authentic before. Only those Ahadith have been given in this book whose asaneed are correct but they have not been reported by Imam Bukhari and Imam Muslim. Also, one of the strengths of this book is that it reflects the glimpses of Muajam. Imam Maqdasi wrote this book in the manner of Masaneed that is to say that he mentioned the name of the companion of the Holy Prophet (SAW) and then reported his traditions. Sometimes he also indicates the factors responsible for the interruption in the authenticity of Ahadith. But, sadly, Imam Maqdasi passed away and could not complete this great book. In this article I will discuss the Imam Zia ul Maqdasi approach towards “Ahadith Sahiha” in his book Al Ahadith ul Mukhtara.

The Role of School Headteacher in Empowering Teachers: A Case Study

In the mid-1980s, teacher empowerment emerged as a strategy of school reform for teachers. This notion was a response towards the falling quality of education as a result of changes and demands in the educational field. However, the implementation of teacher empowerment has not been pronounced in the developed countries. This study associated teacher empowerment with teacher motivation, classroom autonomy, and increased teaching expertise. A small-scale case study was conducted in Karachi, Pakistan, to examine the role of the school head teacher in facilitating teacher empowerment in a government school context. A qualitative inquiry was used to seek information from one government secondary school head teacher and three teachers of the same school. This process was done through in-depth interviews, observations, document analysis, and informal conversations. The study found that the contextual realities together with human factors were critical in enhancing teacher empowerment in the school. In this case, the processes involved in enhancing teacher empowerment were constrained by the centralized education system that turned school head teacher an implementer of curriculum decisions made at the state and district level. The results were that the school head teacher remained a government representative in the school in which her leadership strategies were primarily used to control teachers. The prominent feature of the study was the head teachers understanding of educational change process that focus on teacher empowerment for school improvement. Several other factors were found to be critical in realizing teacher empowerment: an atmosphere of support and trust, teachers assuming leadership roles through administrator encouragement, diverse, active, and self directed learning experiences connected to teacher work context and expertise, integration of efforts to improve classroom teaching and learning. The study urges the educational policy to rethink school leadership structures, roles, together with skills and knowledge of school headteachers and teachers in realizing teacher empowerment in schools.