Islamic Work Ethics With Organizational Citizenship Behavior, Knowledge Sharing Behaviors and Organizational Commitment: A Study on AJK Colleges

Our research paper is about to know that how Islamic work ethic (IWE) on organizational citizenship behaviors (OCBs), Knowledge sharing behavior (KSBs) and organizational commitment between workers of colleges of Hajeera, district Rawalakot, Azad Jammu Kashmir. We take 210 workers of different colleges from Azad Jammu Kashmir for the purpose of this study. Result indicates that Islamic work Ethics (IWE) plays a strong impact on Organizational Citizenship behavior (OCB). In short one with having high Islamic work Ethics (IWE) possess more organizational citizenship behavior (OCB) as one who possess low Islamic work Ethics (IWE). Our results are indicating (IWE) has a direct relationship with Knowledge sharing behavior (KSB). One with high Islamic work Ethics (IWE) possess high Knowledge sharing behavior (KSB) as one with having low Islamic work Ethics (IWE) possess low Knowledge sharing behavior (KSB). In this paper we will show you theoretical & practical implications of our results.

An Exploratory Study of Grade Viii Students Perspectives on Urdu Teachers Feedback in District Chitral Khyber Pakhtunkhwa, Pakistan

This study aimed to explore grade VIII students’ perspectives on Urdu teachers’ feedback in private secondary schools in district Chitral, Pakistan. A cross-sectional survey was employed to collect students’ perceptions by using a newly developed and validated tool (questionnaire) for this study. A total of 156 grade VIII students participated in this study selected through convenience sampling. Data were analyzed through SPSS and transferred into MS EXCEL for tabulation. The results indicate that from students’ perspectives, Urdu teachers gave feedback in general and they were more likely to give feedback when their students performed well rather than poorly on a test or in a given task. Moreover, verbal feedback in the form of comment or helpful suggestion was more frequent in Urdu teachers’ practice; however, the feedback in a written form was less frequent in practice. Additionally, Urdu teachers tended to give feedback to the whole class rather than to the individuals. The form of feedback was less likely to be dialogic. For students, their Urdu teachers seldom gave them personal and judgmental criticism (bad, poor and weak) which was not related to their work. The findings demonstrate that for students, the open dialogue between students and teachers in a positive way or in an encouraging tone with ways forward and challenging (critical idea) feedback plays a vital role in motivating them towards learning. On the other hand, personal and judgmental criticisms toward students and their work demotivated and discouraged them from learning. Students preferred dialogic and challenging feedback rather than simply a mark, praise, and correction both in written and verbal form. This study provides an insight into the voice of students or their perceptions on their Urdu teachers’ feedback practices, the influence of such practices on their learning behavior, and their preferences regarding Urdu teachers’ feedback. The implication of this study is to enhance teachers’ feedback techniques as a part of the assessment skills through trainings or workshops provided by the school management.