غزواتِ نبویہ ﷺ میں اہلِ کتاب کے ساتھ اخلاقِ حسنہ کے مظاہر Manifestations of Akhlaq-e-Hasanah (good manners) with the People of the Book (Ehl-e-Kitab) in Ghazwat-e-Nabawiyyah ﷺ

When we study about the life of Holy Prophet (ﷺ), his life demand from Muslims to protect the dignity and honour of their Muslim brothers. They not only protect or care the right of their Muslim brothers in their life but also protect their dignity after their death. In the light of Holy Prophet Life the circle of human rights is so vast. In this, his life teaches us the turidicul, rights, marriage, settlement different between good or evil, isonomy and the verses of martyr and the noble behaviour with Jews and Christians. There is a big role of ethics on the human personality. The ethics is the tester of good or bad person Human with the noble ethics the Muslims. To be remembered as staying up all the night and to fast. The ethics play important role in the life of Human. In the life of Prophet (ﷺ) we know about his good deeds and noble behavior with non Muslims. The success of the Holy Prophet preaching is only because of his ethics and truthness. Islam Universal Religion. It’s Teachings and pregnative system is the everlasting. In this modern period there is no way except Islam to get Rid the unsolved problems of the age. The beloved Prophet (ﷺ) “Sira Mubarak” the way of light only. There is aspect of the life without the real pregnative system. Peace and the War both are in the teaching of the Holy Prophet (ﷺ). Peace, progress contentment, satisfaction, true, unity, brotherhood in the lightment of the “Uswa Hasna”. Let’s seek the real way in our beloved Prophet (ﷺ). Key Words: Holy Prophet, Ghazwa, Akhlaq-e-Hasanah, Ehl-e-Kitab, War, Ethics.

Work Environment, Burnout, Organizational Commitment, and Role of Personal Variables As Moderators

Theoretical orientation of psychosocial context of work place based on Moos’ model of work environment (1986, 1994) explaining the interplay of work environment and its outcomes was investigated in the context of academic settings in Pakistan. In explaining the relative effect of work environment in predicting burnout and organization commitment within academic settings, present study also addressed the question of moderating role of personal variables which so far was remained open in this process. Universities teachers (N = 420) employed in public and private sector Universities located in Rawalpindi, Islamabad, and Lahore cities were approached using opportunity sampling. The work environment was assessed (Work Environment Scale: Moos, 1994) on basis of ten indicators namely: involvement; co-worker cohesion; supervisor support; autonomy; task orientation; work pressure; clarity; managerial control; innovation and physical comfort. Teachers’ burnout was assessed using three-facet approach defining burnout as emotional exhaustion, depersonalization and reduced sense of personal accomplishment (Maslach Burnout Inventory–Educators Survey: Maslach, Jackson, & Leiter, 1996). A three facet measure of organizational commitment namely affective, continuance, and normative commitment (Organizational Commitment Questionnaire: Meyer & Allen, 1990) was used. Personality dimensions oriented to Big-Five theory of personality were assessed using Mini- Markers Set (Saucier, 1994). The study was carried out in different phases. Phase I of the study aimed to conduct pilot study (n = 102) for evaluating preliminary psychometric issues and trend in data regarding the results of hypothesized relations of study variables. The phase II as main study (N = 426) was further subject to two parts. The part I focusing to test the factor structure of study measures using Confirmatory Factor Analysis demonstrated support for existing theoretical structure of study measures. Results of fit indices, factor loadings, consideration of reliability indices, and understanding of items in perspective of our culture were used as decision criteria to retain or exclude items of respective factors. The exclusion of items was discussed in perspective of use of these measures in our culture. Findings of multiple regression analyses highlighted that involvement as a negative predictor and work pressure as a positive predictor are explaining variance in emotional exhaustion. Additionally, managerial control and task orientation were negative predictors explaining the elaborative structure of emotional exhaustion. For depersonalization, involvement is a negative predictor. Co-worker cohesion and work pressure as positive predictors and physical comfort as a negative predictor are explaining variance in personal accomplishment. Additionally, task orientation explained variance in self related personal accomplishment. In predicting affective commitment, autonomy is a positive predictor. Co-worker cohesion and supervisor support as negative predictors and clarity as positive predictor explains variance in continuance commitment. Results of multiple moderated regression analyses provided evidences of moderation effects of certain personality dimensions, age, and public and private sector for relationship of work environment with burnout and organizational commitment. Findings of the study were discussed in light of deducing implications for improving the quality of work life of teachers.