پاکستان میں اتحاد بین المسالک پر منتخب اردو تحریروں کا تجزیاتی مطالعہ

Whenever any issue regarding the religious matters was put up in the presence of the Holy Prophet (SAW), he himself explained that logically. The companions of the Holy Prophet (SAW) also sought his consent in such matters. However, there were some differences among the Companions (Saḥabas) regarding some of diligently-conceived views. Later on, such differences were multiplied and caused sectarian issues. In consequence of diligently-conceived opinions and efforts to address the issues of the Holy Qu’rān and Sunnah, four distinct sects emerged. Moreover, such differences took a different form in the later years which further led to the heinous act of “Takfeer”. Currently, the mutual enmity is at a great premium especially in Pakistan. This article will introduce and analyze the selected books, trying to indicate strengths and weakness of the subject matter discussed in books, in addition to examine the methodologies used in.

A Principles Impact on Teachers Classroom Pedagogical Practices

The principals and heads of schools are considered managers rather than academic leaders; they appear to be authoritarian bosses rather than facilitators or guides for their staff, particularly in developing countries (Oplatka, 2004). Literature, however, suggests that principals/heads could play a key role in improving teaching and learning at school (Lingard, 2003; Townsend, 1997); such leadership is termed as pedagogical leadership (Sergiovani, 1998), which emphasizes the development of learning communities by effective leaders (Mitchell, 2000). Research that has already been done on school leadership in Pakistan (Memon, 2000; Kanwar, 2000; Shafa, 2003; Khaki, 2005) reveals that principals or headteachers in Pakistan are mostly involved in managerial work. However, Kanwar (2000) and Khaki (2005) also share that heads are also found to be engaged in certain academic practices like visiting classrooms for observing the delivery of content and helping teachers academically. This observation hints towards the role of heads as academic leaders and demands further exploration of this notion. Against this backdrop, a research study was designed to explore the role of a private school leader in improving teachers' classroom pedagogical practices. The study was conducted in a private school in Karachi, which was selected on the basis of a set of criteria that sought an effective head of school. The study employed a qualitative inquiry approach and involved interviews with principal, teachers, and students. In addition, shadowing and observations of the principal and document analysis were used as additional sources of data in order to triangulate the findings. The data analysis and findings suggest that the links between the school leader and teachers' classroom pedagogical practices are quite complex, which can be categorized as of direct and indirect nature of pedagogical leadership in a private school. In direct relationship, the school leader acts as mentor, co-planner and guide; while in indirect relationship, the leader acts as facilitator, resource manager, and builder of a learning friendly environment. In addition to this, the principal uses different strategies like peer coaching, arranging professional development workshops inside and outside the school, and providing material resources to develop teachers professionally and students academically. Furthermore, findings also indicate that the relationship between the principal and different stakeholders also help him/her to act as a pedagogical leader. The study also shares some of the factors that challenge the principal to undertake school improvement.