اکرامؔ سانبوی (۱۹۴۲ئ۔۲۰۱۱ئ) کا اصل نام محمد اکرام ہے۔ آپ ریاست جموں کشمیر کے سرمائی صدر مقام جموں میں پیدا ہوئے۔ آبائو اجداد کا تعلق ضلع جموں کی تحصل سانبہ سے تھا۔ اسی لیے اکرام سانبوی کہلاتے تھے۔ قیام پاکستان کے بعد جموں سے ہجرت کر کے سیالکوٹ کے محلہ پورن نگر میں آباد ہوئے۔ آپ نے ایم ۔اے اردو اورنیٹل کالج لاہور سے کیا اور اس کے بعد جناح اسلامیہ کالج سیالکوٹ میں اردو کے لیکچرا ر کی حیثیت سے آپ کا تقرر ہوگیا۔(۹۵۱)
اکرام ؔغزل اور نظم کے شاعر ہیں۔ کالج کے زمانے میں انھوں نے کئی مزاحیہ مضامین اور افسانے لکھے جو کالج میگزین کے علاوہ کئی سطح کے ادبوں رسالوں میں شائع ہوئے۔ تنقیدی مضامین اور خصوصاً شاعری کا شوق بڑی عمر میں ہوا۔ اس لحاظ سے ان کی شاعری کی عمر کچھ زیادہ نہیں تاہم ان کے کلام سے ظاہر ہوتا ہے کہ ان میں ایک اچھا شاعر بننے کی پوری صلاحیت ہے۔ اکرامؔ کے کلام میں ہمیں گہرا سماجی شعور ملتاہے۔انھوں نے بڑی خوبصورتی سے اپنی شاعری میں اپنے ماحول کی شعری زبان میں عکاسی کی ہے ۔اور اس کے ساتھ ساتھ اپنے وقت کے مسائل کو بھی بڑی عمدگی سے پیش کیا ہے۔ ان کے ہاں ہمیں افسردگی اور بے چینی نظر آتی ہے۔ جو ان کے دل کی دنیا کی بھر پور عکاسی کرتی ہے۔ کچھ اشعار ملاحظہ ہوں:
ہر طرف یاس کا اندھیرا ہے
زندگی ہو گی اب بسر کیسے
بے ثمر ہو گئے شجر کیسے
بے صدا ہو گئے نگر کیسے
(۹۵۲)
زبان شعر میں قصہ اداس راتوں کا
لہو رُلائے گا اک بار غور سے تو سنو
(۹۵۳)
بہتر ہے مرا آج میرے ماضی کے کل سے
Conjugal life is an important aspect of human society, on which a prosperous life depends. Almost every Culture, civilization and religion Legislate for family life. There is a part of these laws to end the marital relationship which is denoted by "DIVORCE". Divorce is mentioned in detail in Islamic Sharia, in order to understand them truly one has to genuinely consider and understand the concept of divorce in Pre-Islamic period of ignorance. There were several specific terms for divorce that were used in the Arab culture for example Talᾱq, Īela and Khula etc. But generally decent people use the word "طلاق"(Talᾱq) to end the marital relationship. There were some common causes and reasons for divorce in Arabs before Islam for example lack of mental harmony, infertility, bigotry, family feud and apostasy etc. The divorced women become more and more vulnerable socially and economically in ancient Arab and consequently their children less attention, love and affection of their mothers turning them into rebellious, nonconformist and ruthless individuals crossing all limits of oppression and we often see examples of such incidents in Arabs before dawn of Islam. These cruel customs and practices were uprooted through teachings of Islam which is based on justice, equality and basic human rights.
The research captures the essential and fascinating relationship between important variables of occupational role stress (ORS), daily hassles (DHs), coping strategies (CSs) and psychological well-being (PWB) of government secondary school teachers (GSSTs) in the city of Lahore, Pakistan. The study used mixed method approach, namely qualitative approach was used to collect vast, elaborative information about the variables in the indigenous context, whereas the quantitative research approach was used to determine the exact type of relationship that existed between the variables of the study. An exhaustive literature review lead to the generation of three research questions for the study. The first research question focused on the occupational role stressors (ORSS) and daily hassles (DHs) experienced by government secondary school teachers (GSSTs). The second one was how the occupational role stressors (ORSS) and daily hassles (DHs) effect the psychological well-being (PWB) of government secondary school teachers (GSSTs) and the third one dealt with the coping strategies (CSs) government secondary school teachers (GSSTs) adopt to deal with occupational role stress (ORS). For the qualitative section three different samples of GSSTs were systematically drawn to conduct focus groups. The main themes extracted from focus groups highlighted GSST’s role overload, role ambiguity, resource inadequacy, lack of reward and recognition, lack of support from students and parents, lack of support from management authorities, job insecurity, confrontative coping, avoidant coping, positive appraisal and social support seeking coping. The five main hypotheses were stated for the quantitative estimation of the variables. The relationship between occupational role stress (ORS), daily hassles (DH) and psychological well-being (PWB) of government secondary school teachers (GSSTs) with their adopted coping strategies (CSs). Demographic variables specifically gender, age, marital status, education, occupation, family annual income, number of children, family size and its effect on GSSTs’ assessment of variables of study. To test the hypotheses purposive sampling strategy ix was used to select government secondary schools and then to draw a sample of 800 GSSTs. The instruments administered were occupational role stress scale (ORSS) by Sohail and Ahmed (2012), daily hassles scale (DHs) by Javed and Sohail (2011), revalidation DHs by Islam and Sohail (2012), coping strategies scale (CSs) by craver (1989 & 1995), psychological wellbeing scale (PWB) by Ryff, (1989) and demographic sheet (DS) (Sohail, 2015) in a booklet with response sheet with relevant instructions in Urdu language. The validation study revealed that all scales have high alpha coefficient values above 0.7. The ethical considerations and procedures of the study were clearly documented before the actual initiation of the study. The actual process of data collection fully followed the guidelines as laid down by American psychological association (APA). After the administration of all questionnaires; the responses were coded for data entry on SPSS version 20. The responses were analyzed under both descriptive and inferential statistical methods. Correlation, ANOVA, linear and hierarchical regression was applied. The results of Pearson correlation points the significant positive relationship between ORS and DHs (r = .52**, p <.01). ORS also had significant negative relationship with PWB (r = -.64**, p<.01) and CS (r = -.49**, p<.01). DHs had significant negative relationship with PWB (r = -.47**, p<.01) and CSs (r = -.25**, p<.01). Results also indicated strong positive correlation between PWB and CS (r = .56**, p<.01). Results analyzed through hierarchical regression analysis showed that ORS along with demographic was a significant predictor of DHs p<.05. It was also seen that ORS along with marital status was also a significant predictor of DHs p<.05. Further it showed that ORS along with marital status, age and gender was a significant predictor of DHs p<.05, the study extracted meaningful information that would help in understanding the unique relationship between variables in the Pakistani context. The researcher would like to recommend that teachers, head masters, principals should initiate participatory action research (par) type of action research in collaboration with government officials, members of bureaucracy and public policy makers so to improve the PWB of GSSTs. Par programs should coordinate with both conventional and social media for promoting healthy habits that would ensure PWB is enhanced not only for the teachers but also for the general public. The study extracted meaningful information that would help in understanding the unique relationship between independent variable and dependent variables in the Pakistani context. The study also develops an upfront theory, conducts quantitative and qualitative analysis. The research pivots on concept of developing an effective understanding of the pertinent factors that contribute to ORS and DHs experienced by GSSTs on one hand and the adoption of particular CSs and the resultant PWB. The GSSTs were provided with wellness workshops and a booklet for future reference. This may ensure that the GSSTs develop their own helpful CSs so they are able to reduce the impact of ORS and DHs upholds their PWB.