غیر مسلم اقلیتوں کے حقوق کا اسلامی فلسفہ: قرآنی تناظر میں تجزیاتی مطالعہ

Islamic Philosophy of the Rights of Non-Muslims Minorties: An Analysis in Qur’ᾱnic Perspective Islam is complete code of life for entire humankind. According to the Holy Quran all human beings have been created from a single person (Adam). By birth all are equal and have all fundamental rights irrespective of their religion. If a group is numerically inferior to the rest of the population of state in a non-dominant position, will not be considered minority according to Quran. Quran classify people into two different categories: believers and non-believers on the base of their belief instead of numerical value. Minorities enjoy all fundamental rights and freedoms in Islamic territory. This article demonstrates in the light of Quran that Islam does not discriminate between Muslims and non-Muslims in the matter of rights and will clarify the objection of western propaganda that Islam is rigid for non-believers. There are different types of Non-Muslims living in Islamic state as minority. According to Quran, concept of minority is unique, minority does not mean inferior in number. This paper will reveal the types of minorities and their specific rights along with their basic rights too. It has been concluded that Islam is only religion which offers basic human rights at the level of equality irrespective their religion.

The Impactof In-Service Teacher Training on Secondaryschool Teachers?Self-Efficacy About Teaching Skills

Professional development of teachers has key role in raising their self-efficacy and instructional quality. Teachersare trained before they adopt teaching as a profession in degree or diploma courses with the name of pre-service teacher training. They are constantly trained during their job with the name of in-service teacher training. The objective of its conduction is to polish teachers? skills, enhance performance and increase self-efficacy for obtaining luminous results in the classrooms. The study at hand was intended to unearth the impact of in-service teacher training on secondary school teachers? self-efficacy about teaching skills in the context of Balochistan. The study was quantitative in nature and the design adopted for the research was causal comparative. The questionnaire used for the collection of data was OSTES (Ohio State Teacher Efficacy Scale) which was initially developed by Tschannen-Moranand Hoy (2001). The questionnaire had twenty-four statements divided into three sub factors of self-efficacy. Convenient sampling technique was used and 107 respondents who were trainees at PITE (Provincial Institute for Teacher Education) Balochistan were selected for the study purpose. They were given the research questionnaire before they attended the training and after they attended the training. The mean score was then compared to see whether the in-service teacher training impacted the self-efficacy of targeted secondary school teachers of Balochistan. The data was analyzed by SPSS using independent sample t-test, dependent t-test and ANOVA. The study revealed that in-service teacher training has statistically significant impact on secondary school teachers? self-efficacy about teaching skills. Their gain score on self-efficacy scale was significantly increased based on the evaluation of pre training responses? differences from post training ones. However, gender, professional qualification, length of teaching experience and teaching grade level did not show any noteworthy difference on self-efficacy. The respondents had greatly benefited of in-service teacher training and their beliefs were increased about involving students in learning activities, using effective teaching methods and managing classroom as per the learning needs. Findings of this research invite for further researches regarding in-service teacher training through different dimensions to investigate for further improvement in the education of Balochistan.