اسلام میں عورت کے حق طلاق کی حیثیت ایک تحقیقی جائزہ

Of the several factors that justify the greatness of Islamic Culture and survived the test of time, one is the pride of place ascribed to woman in human society. Since the dawn of Islamic civilization, woman has been respected and cored and her rights have been protected and, thus, womanfolk has been made a purposeful existence. However, Islam, being a religion of nature, does not bring woman on the line of equality with man as the Islam is the religion of justice; not that of equality. The Holy Quran has very apparently determined the rights and duties of man and woman and these all are based on natural facts and laws as well. In the contemporary times, progressive as well as west-inspired circles of our society have put numerous objections on the issue of divorce. They opine that by giving man right to divorce, woman has been deprived of equal status; hence this one-sided right has not only disturbed the family life, but put woman at an interior place. This point of view does not testify to the very facts of Islamic practices in connection with the institution of divorce. In order to understand the historical background of the institution of divorce, laws and practices in vogue in two major religions of the world-Judaism and Christianity, are discussed in a brief manner. Besides, various reforms, from time and again, introduced in divorce in west are also touched upon in nutshell. However, major portion of this article focuses on Islamic teachings regarding divorce and its implications. Therefore, this research article attempts to highlight the various aspects of divorce in the light of Islamicteachings in a comprehensive manner so as to remove the doubts of so-called west-oriented circles of our society.

Effects of the Leadership Style of Principals of Efficacy of Teachers and Student Achievement

The present study aimed in finding out leadership style of school principals, and the relationship of leadership style flexibility and effectiveness with collective teacher efficacy and student achievement. It also focused on finding out the differences, if any, between leadership style flexibility and leadership style effectiveness of male and female principals, and the differences between collective efficacies of teachers working under principals with different leadership styles. The difference in achievements of students studying under principals following different leadership styles was also examined. In total 19 null hypotheses were formulated. The population comprised Army Public Schools and Colleges located in all the eleven regions throughout Pakistan. The sample taken was a population sample. Data regarding school principals’ leadership style, style flexibility and style effectiveness were obtained through the instruments of Leader Behavior Analysis (LBA-II Self and LBA-II Other). Data regarding collective teacher efficacy were obtained using Collective Efficacy Scale (CE-Scale) and the data on student achievement grade were obtained through results of students who appeared in the SSC annual examination conducted by Federal Board of Intermediate & Secondary Education, Islamabad (FBI&SE) in the year 2008. Parametric statistical techniques including correlation, t-test and ANOVA were used to analyze the data. The key conclusions based on the descriptive and inferential statistical evidences of the study indicated that there was consistency between the perception of school principals and their teachers regarding the leadership style, style flexibility and style effectiveness of school principals. Participating was perceived as the primary leadership style of the majority of school principals; Selling was the secondary leadership style, while Delegating was perceived as the developing style. The school principals’ leadership style flexibility and effectiveness were inversely related with each other as well as with collective teacher efficacy. It was concluded that school principals’ leadership style flexibility was inversely related student achievement. However, principals’ leadership style effectiveness and student achievement were positively related. Collective teacher efficacy and student achievement were positively related, thereby concluding that more collective teacher efficacy may result in higher student achievement. No difference was noted between collective efficacy of teachers working under principals with different leadership styles. There was no difference observed between achievement scores of students who were studying under principals following different leadership styles.