حالات و زمانہ کی رعایت سے متعلق جمہور فقہاء کرام کی تصریحات (عصر حاضر کے تناظر میں ایک مطالعہ)

Human life is the subjective of change with the changing circumstances. If we look at the condition of our late grandfather or great – grandfather and look at the contemporary situation; it will not be difficult to understand this change. The rules about some important issues had been changed with the passage of time. In the initial descendants of Adam the marriage of brothers and sisters was allowed, after the flood of Noah, due to the scarcity of animals, the meat of all kinds of animals was allowed, two sisters were married to Hazrat Yaqub (A.S) at the same time, but the rules had been reversed afterwards. Even in the time of the Holy Prophet and the rightly guided caliphs, such changes took place and they were associated with the changing conditions. Initially it was banned to visit the graves and the sacrificial meet was not allowed to keep for more than three days and it was mandatory upon the women to attend the congregational prayer but afterwards the permissions were granted contrarily. Fortunately, we have a body of jurisprudence in the light of which not only contemporary issues can be solved but also guidance can be provided for the future. Our leading Jurists, who are followed, have done a remarkable job in this regard. The following article reviews the teachings of the three jurists, namely Imam Shafi’i, Imam Malik, and Imam Ahmad ibn Hanbal and teachings of their glean jurists. It will make clear that under changing circumstances these jurists seemed to agree on change. Therefore, by using the efforts of these jurists, we can try to resolve the problems of our contemporary changes and requirements throughout the Muslim World.

Comparative Effects of Teachers' Transformational and Transactional Leadership Styles on Students' Academic Achievement

The study intended to compare the effectiveness of teachers’ transformational and transactional leadership styles on students’ academic achievement. The objectives of the study were: to compare public and private sector college teachers' transformational leadership style; to evaluate public and private sector college teachers’ transactional leadership style; to explore gender wise differences in public and private sector college teachers' views about their leadership styles; to measure gender wise differences in students’ views of public and private sector college about their teachers’ leadership styles; to compare relationship between teachers’ leadership styles and students’ academic achievement; to calculate gender wise differences in academic achievement of students in public and private sector. The population of the study was college teachers and students of 12th grade from public and private colleges registered and affiliated with Federal Board of Intermediate and Secondary Education Islamabad. Total 36 null hypotheses were developed. The major findings inferred from the data analysis were: there was found significant gender difference in the opinion of teachers about teachers’ transformational leadership style, male and female teachers did not show any difference of opinion about teachers’ transactional leadership styles, male and female students gave different opinion about their teachers’ transactional leadership style, students from moderate ability groups were found more concerned about their teachers’ leadership styles; the transformational and the transactional leadership styles than low and high ability groups, positive relationship was found between teachers’ transformational and transactional leadership styles with students’ academic achievement. The major recommendations of the study were: There is a need to design a complete course for teachers’ training in leadership and this course may be included in teacher training programs. Effects of teachers’ leadership styles may be investigated with reference to self-actualization of students. The teachers’ training program for in-service college teachers may be designed for development of traits of leadership and for this purpose the model proposed by the researcher may be used for designing teachers’ leadership training course.