اجتہاد کی شرعی حیثیت اور عصر حاضر ميں اجتہاد کی عملی صورتیں

Ijtihad is an invaluable secondary source of the Muslim jurisprudence. In Islamic law, ijtihad refers to the independent interpretation of problems not precisely covered by the sacred scripture of Islam, Qur’an, and Prophetic traditions. The savants who undertake ijtihad must be firmly rooted in knowledge and savvy what the demands of the contemporary era are. Since new challenges call for innovative solutions, the faithful cannot genuinely live by Islam without their jurists deriving the laws of sharia from its sources.

Building Teacher Leadership Capacity: Appreciative Inquiry in Action

This paper discusses how teacher leadership is developed through appreciative inquiry. The research was conducted in a boys' public secondary school of District Ghizer in Gilgit-Baltistan, Pakistan. It is usually assumed that engagement of teachers in leadership roles contribute to school improvement. Thus, AI was applied as an approach for energizing and positively charging participants through great conversation, appreciative interviews and supportive and positive feedback. However, embedded in qualitative research paradigm, the 5 D's cyclic model of AI was used as a data generation tool which comprised of I) defining positive core, ii) discovering, iii) dreaming, iv) designing, and v) delivering. By purposive sampling, three research participants' teachers were selected for capacity building by experiencing teacher leadership roles in the school context. Thus generated data was analyzed, and transcribed. As a result, themes were produced by coding process. The coded themes were further evaluated to make interpretations. The research findings reveal that use of appreciative inquiry to leadership development is a heart touching process. The participants argue that they were inspired and energized by caring, respect, positive questioning, scaffolding support and positive feedback. Thus, they enhanced their leadership capacity through leadership activities like experiencing shared vision exercise, executing co-planning, co-teaching, observing and being observed and by conducting workshop to share learning experiences as a result of this study. Hence, change was observed in their perception, practices and attitudes whereby it was concluded that teachers seemed receptive towards change. This shows that teachers execute leadership roles in the public sector school when they are leaded by action and inspired by collaborative approaches, through timely appreciation within and outside of the classroom.