علامہ اسید الحق قادری بدایونی کی کتاب ”قرآن کی سائنسی تفسیر“: ایک مطالعہ

Allama Usaid-ul-Haq Badayuni (1975-2014) was a great Islamic thinker, researcher and religious scholar. He wrote 14 Islamic books were on academic and research works. 17 books were arranged and prefaced by him. 12 books were translated and reviewed by him. 22 books were completed under his supervision. The book “Quran ki Saainsi Tafseer” (Scientific exegesis of Quran) authored by Allama Usaid-ul-Haq Qadri Badayuni is an educational, scholarly and critically acclaimed masterpiece. A comprehensive explanation and meaning of scientific exegesis are given at the beginning of this book. After that, the opinions of the modem and contemporary scholars regarding the justification and non-justification of the scientific interpretation are presented lucidly. The differences between the Quran and Science and several misinterpretations of the scientific exegesis have also been recorded. The conditions set by Islamic scholars and researchers regarding the justification of scientific exegesis have been explained in the book. This book of Allama Badayuni is a wonderful addition to the chapter of scientific exegesis in terms of research and critics. And this book will be remembered as an academic reference in the history of Indo-Pak. KEYWORDS

Relationship Between Instructional Leadership and Teachers’ Job Performance in Secondary Schools in the Province of Khyber Pakhtunkhwa, Pakistan

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.