جیہڑا حسن ازل مہتاباں وچ
اوہو چمکے نور آفتاباں وچ
جیہڑی ہووے بھل چک بھل جانا
اساں لکھیا خط شتاباں وچ
جہیڑا وڑیا عشق قبیلے نوں
اوہ آگیا سدا بے تاباں وچ
سانوں مان نہ مال و دولت دا
روٹی اوہو جیہڑی رکاباں وچ
جس کان پنجاب دا ناں بنیا
پانی لبھدا نہیں چناباں وچ
نہیں شوق عمل دی داد کوئی
علم رہ گیا صرف کتاباں وچ
توں یار میرے دی پچھنا ایں
جیویں سوہنا پھل گلاباں وچ
کدی عشق دے قیدی نہیں چھٹ دے
اینویں گزری عمر عذاباں وچ
اینویں دکھاں درداں ماریا اے
جگر جیوں کر سیخ کباباں وچ
کسے دکھی دل دی کر خدمت
رب لبھدا نہیں محراباں وچ
ہو عقل حیران کھلوندی اے
کیا لذت عشق دے باباں وچ
جیہڑے مال خزانے ونڈ دے سن
اوہ صفتاں کدوں نواباں وچ
جہدی خاطر جگ جہان بنیا
پڑھاں لکھ سلام جناباں وچ
کدی پچھ حنیف نوں جا کے تے
کی لبھیا عشق نصاباں وچ
The ethos of every postcolonial country was shaped by the way in which it secured its independence, therefore in analyzing the political development of Pakistan from its creation one must consider the related development of India prior to Partition, exploring the nature of colonial rule and it’s far reaching impacts on the political development of Pakistan after independence. While India has seen innumerable kingdoms rise and fall and many waves of invasions, the British encroachment in India from the 18th century onwards, particularly the direct incorporation of India as the jewel of the British Empire in 1857, was unique in that it wrenched the locus of political and economic control away from the Subcontinent to Europe. However, many British residents in India ‘went native’, by adopting local religion and culture. The British loved India, whether residents such as Rudyard Kipling or the ruling elite in Britain (e.g. Queen Victoria had Indian servants and companions). The British cultivated an elite group of administrators from the powerful indigenous landowners and middle-class professionals (the latter of whom were mainly from Hindu castes), which helped the British to consolidate their vested interests to strengthen their rule in India. The amalgamated British army consisted of Indian and British soldiers under the command of British officers. This paper discusses in detail the impacts of British colonial rule in the Subcontinent with special reference to post-independence Pakistan drawing on archival records and other written materials on the subject.
Motivation is a key element to enhance the performance of employees in any profession. Similarly, teacher motivation is vital for the improvement in the performance of a school. Literature as well as my experiential data suggests that policies and procedures of head teacher affect teachers’ motivation in a school; which in turn, affects the performance of the teachers. Hence, to understand the phenomenon of teacher motivation through institutional policies, procedures, and leadership approaches, a qualitative approach was employed using phenomenology as the study design in two schools of a private system in Karachi. The tools used for data collection were in-depth semi structured interviews, focus group discussions and document analysis. The research participants were one head teacher, a section head and five teachers from each of the two schools. The findings of the study suggest that teacher motivation affects the performance of teachers in a positive way, which can be ensured through policies and by employing various leadership approaches. Research participants believed that teacher motivation is important in the enhancement of the overall performance of teachers and that can be brought about by catering to individual needs of the teachers. There are several factors, which influence motivation in different ways such as; relationship with colleagues and management, work environment, professional development, culture of fairness, work place with equal opportunities and different incentives. Thus, it is important to consider policy, procedures, and leadership approaches in motivating teachers. In addition to that, it is also very important to understand that the impartial attitude of principal during the implementation of policies and procedures can significantly affect motivation of teachers in a positive way. Hence, it can be stated that, a democratic and transformational leader builds a positive relationship among staff and creates a healthy working environment for teacher motivation.