میں تُو اور پیڑ
جب ہم روز ملا کرتے تھے
ہم کیا کیا باتیں کرتے تھے
وقت وہ کیسے بدل گیا ہے
تُو بھی کتنا جھوٹا نکلا
میں بھی کتنا جھوٹا نکلا
تُو نے بھی سب جھوٹ کہا تھا
میں نے بھی سب جھوٹ کہا تھا
ہم جس پیڑ کے نیچے بیٹھے
دنیا کو جھوٹا کہتے تھے
میں اک روز وہاں سے گزرا
پیڑ بھی وہ حیران کھڑا تھا
ہر اک ٹہنی ٹوٹ چکی تھی
پتّا پتّا خشک ہوا تھا
میں کتنا حیران ہوا تھا
In Islamic perspective leadership is a great feature and most important quality for achievement of national goals. Therefore, all kinds of national and organizational success are based up on quality of good leadership. Every group, society, organization, state and even the world at large need good leadership who can lead their supporters and followers and organizations towards successful physical and spiritual growth and development . It is also a fact that leadership is God gifted thing but we can enhance ability for eldership. Leadership should not be confused with the role of only those who make headlines but in essence almost everyone have sometimes somewhere, somehow played a leading role. It is also a historical fact that the Holy Prophet Muhammad ﷺ was granted all kind of leadership and He established some important principles of Islamic leadership which are necessary to follow them for successful leadership. These principles are foundation of great achievements which are led by the Holy Prophet ﷺ. It is also observed that the Islamic Leadership principles practiced by the Holy Prophet Muhammad ﷺ and subsequently by his Caliphs and pious followers which if practiced will provide success principles equally useful both for Muslims and for non-Muslims minorities both in an Islamic state and society. In this paper the efforts are made to elaborate the guiding principles of Islamic leadership in the light of the teachings of Prophet Muhammad ﷺ.
The purpose of this study was to find out how teachers could be helped to learn and use the investigative approach in science. Two teachers from the lower secondary school participated in the study and my role was to help them learn and use the investigative approach through joint planning, modelling and reflective practice. The study was conducted in three stages. The pre-intervention stage showed the teachers' current practice in science, the intervention stage where the investigative approach was introduced and the post-intervention stage indicated the impact of the innovation on teachers' teaching to detect change. The research draws on qualitative data sources such as semi-structured interview, participant observations and teachers' reflective journals. Findings revealed that teachers came with their beliefs about the way children learn science and this was because of their experiences as students and the way they taught was a manifestation of their beliefs. The findings also showed that the change process is influenced by teacher beliefs, understanding of the change process and contextual factors such as time, syllabus, and relationships. The study found that working closely with teachers and encouraging them to reflect on their practices in a conducive, supportive environment helps teachers internalise change thus enabling them to attempt and implement the investigative approach to change their practice. The teachers were positive about the innovation and their self-confidence and understanding of the teaching learning process was greatly enhanced.