Impact of Holy Quran Recitation on Psychological Wellbeing Among Muslim Youth

The present study is aimed to examine the relation of Holy Qur’ān recitation and psychological wellbeing among the Muslim Youth. People find no time for offering prayers and reciting Holy Qur’ān because they are very busy in their daily routines and if they do so, they do it for short period of time when they are in some trouble. The objectives include firstly the exploration of the relationship of Holy Qur’ān recitation and psychological wellbeing. Second objective of the study is to explore the correlation of the Holy Qur’ān recitation with depression, anxiety and stress among young Muslims. Study sample comprises of 100 young Muslims (43 males and 57 females) falling between 17 and 25 years from Rawalpindi and Islamabad. Instruments used for data collection include psychological wellbeing scale by Kamman and Flett (1983) and DASS (depression anxiety stress scale) by Lovibond and Lovibond (1995) and a demographic sheet. Results of the study showed that significant positive relationship exists between Holy Qur’ān recitation and psychological wellbeing among young Muslims and Holy Qur’ān recitation negatively relates with depression, anxiety and stress. The present study findings support that those young Muslims who had more rate of Holy Qur’ān recitation were psychologically more stable as compared to non-frequent reciters. In the light of findings of current study, it can be declared as a quintessence that Holy Qur’ān Recitation can serve as an influential element in ensuring the positive mental health of youth. Educators and Policy makers can play a crucial role in promotion of Holy Qur’ān familiarity which will make certain the psychological and mental health of youth and of the society at large.

High Achieving Schools of Aku-Eb: Leadership Roles and Practices

The School Leadership (SL) roles for high student achievement (HSA), by and large, have remained less explored in the developing countries, especially in Pakistan. As a result, their roles in high achieving schools are unknown. During my review of research studies about School Leaders, I found gaps in literature in the area of School Leadership for high student achievement. Hence, I explored the School Leadership's (Principal) roles in a high achieving school (HAS) in Karachi, affiliated with the Aga Khan University Examination Board (AKU-EB). I also explored the factors which support and hinder the enactment of School Leadership's role for high students' achievement. Within the qualitative research paradigm, the case study method was employed as the research methodology. Data collection was done over a period of seven weeks, through observation and in-depth interviews with the Principal and selected research participants. Data were also collected on a daily basis through document analysis and reflective journals. My findings show that although the SL under study is performing more than 21 roles, which seem to be mix of instructional and pedagogical leadership (PL) roles, however, majority of the roles prove that she is inclined towards pedagogical and distributed leadership, with a futuristic vision, goals and high expectations, capacity building, capital development and distribution of responsibilities. It also reflects from the findings that the School Leadership plays a significant role both directly and indirectly, through pedagogical and distributed leadership for high student achievement (HSA). Moreover, it was observed that the SL and her determination and commitment as a visionary, supportive leader and facilitator, brought the school to the stage where the school is competing with the most elite schools within Karachi, despite being situated in a marginalized and poorly populated area, according to the SL. Her role as a facilitator, developer and provider of all kinds of resources to support teachers and students has been the key driving force in HSA. As a PL, she has the major responsibility for guiding teachers and students academically, socially, and spiritually, within the safe and peaceful environment of the school. Her prevailing roles of distributing responsibilities and empowering people also show SL's distributed and shared leadership approach. In addition, as a reformer, change agent, and strategic leader, she has been successful in initiating and implementing various reforms within the school in terms of structure, policies, teaching and learning and assessment strategies, according to the requirements of AKU-EB