The purpose of this study is to explore authentic leadership attributes (ALA) in relation to organizational development (OD) of public and private sector universities. The ALA are self-awareness, relational transparency, balanced processing information, ethical perspective, and positive psychological capital. The components of OD are work engagement, job satisfaction, teachers professional trainings, follower leader interaction and follower authentic leadership development. Authentic leadership (AL) is a new construct in the educational leadership domain and has been developed in the recent organizational context in order to avoid the un-ethical practices of leaders within the organization. This study uniquely classifies authentic leadership theory from other leadership theories. Further, it coherently differentiates the intrapersonal (unveils how a person''s life experiences, motivations, and worldview shape one''s moral reasoning) from the interpersonal dimension (stresses the value of integrity, character and psychological capital as well as the ability to outwardly convey and genuinely model trust and transparency). The objectives of the study were to; investigate ALA of educational leaders, investigate the existing status of OD, compare and measure ALA and OD in public and private sector universities; and to explore process of transformation of leader into authentic leader. Research questions were formulated for the study. The population of the study was (6975) university leaders and teachers of Khyber Pakhtunkhwa. The sample of the study was 967 from 13 universities. Simple random and purposive sampling technique were adopted for selection of sample. The present study used the modified form of Authentic Leadership Questionnaire (ALQ) developed by Walumbwa, Avolio, Gardener, Wernsing, & Peterson (2008), self- developed questionnaire of teachers and interview protocol to collect data. Applying a convergent parallel mixed methods design containing two theoretical strands of data: (i) quantitative from ‗The university leaders and teachers+ Pilot Study‘, comprising questionnaires n=967 participants [484 male/483 female]; and (ii) qualitative from indepth interviews with n=30 of these participants [15 male/15 female]. The study utilized the conceptual framework of Authentic Leadership Theory. Descriptive and inferential statistics were used for analysis of gathered data using SPSS software version 21. Percentage, Mean, Standard Deviation, independent sample t-test, one way ANOVA, Pearson‘s rank correlation and thematic analysis were practically used on the data. The findings show that the subjects have common shared preferences for certain ALA that are worldwide and all-inclusive. It was found that the r value (.355) which was significant at .000 showed a significant average level correlation in public, r value (.519) which was significant at .000 showed a significant large correlation in private sector and r value (.426) which was significant at .000 showed significant medium level correlations between authentic leadership and organizational development at university level. It was also found that there was significant difference in the male and female ALA and its influence on OD. Based on these findings, it is recommended that it may be well to conduct research study on the authentic leadership at primary level, secondary level and college level both at private and public sectors as these areas are in great need of authentic leadership because these sectors suffered a lot due to unethical attitude of the leaders. It is also recommended that all leaders and teachers must work in disciplined ranks to repel evil. They must choose between good and evil, with their consequences in the coming life. If they did well, they did well for themselves; if they did evil, they did it against themselves. The researcher had adopted mixed methods approach for the study. The attention of the future researchers is concentrated to employ qualitative or quantitative approach. The study notes the significance of personal growth for professional growth and argues that being true to oneself does necessarily lead to authentic leadership development.
اردو کے اہم مدونین (رشید حسن خان) پیدائش و ابتدائی تعلیم: رشید حسن خان اتر پردیش کے ضلع شاہ جہاں میں 1925ء میں پیدا ہوئیا و ر وہاں ابتدائی تعلیم مدرسہ بحر العلوم سے حاصل کی۔آپ کے والد کا نام امیر حسن اور دادا کا نام علی حسن تھا۔ اعلی تعلیم سے فارغ ہونے کے بعد آپ نے اپنی تمام زندگی تحقیق و تدوین میں صرف کر دی۔ انہوں نے اپنی تمام ترخواہشوں اور خاندانی رشتوں کو بھی تدوین پر قربان کر دیا۔بہت سے امراض لاحق ہوتے ہوئے بھی تحقیق و تدوین کے کام کو جاری رکھا۔ ملازمت: 16 اگست 1959ء دہلی یونیورسٹی کے شعبہ اردو سے وابستہ ہوئے اور تادم مرگ تحقیق و تالیف کے سلسلے کو جاری رکھا۔ان کی خواہش تھی کہ آنے والی نسلیں ان کی تدوین کردہ کتابوں سے مستفید ہوں اور وہ ان سے متاثر ہو کر تحقیق و تدوین کی روایت کو آگے بڑھائیں۔ تدوینی معیار: رشید حسن خان کی تحقیقی تداوین جدید تدوینی اصولوں پر مبنی ہوتی ہیں۔یہی وجہ ہے کہ اردو ادب کے کلاسیکی مدون رشید حسن خان کو گیان چند نے خدائے تدوین کہا ہے۔ تحقیق و تدوین کا ذوق و شوق: رشید حسن خاں کو تحقیق و تدوین کا اس درجہ شوق تھا،کہ وہ جس شہر میں جاتے تھے سب سے پہلے وہ اس شہر کے کتب خانوں کا دورہ کرتے تھے۔وہ ان کے کیٹ لاگ دیکھتے ،قدیم نسخوں کے اندراج نوٹ کرتے، اور وقت ضرورت مختلف کتابوں سے عبارتیں نقل کرتے تھے۔وہ جب بھی کسی دوست کو خط لکھتے تھے تو اس میں بھی کتابوں کے تعلق سے کچھ نا کچھ ضرور رقم کرتے تھے۔اس طرح سے اپنی تلاش و جستجو جار ی رکھتے تھے۔ تدوینی کتب: رشید حسن خان کی تحقیق و تدوین کے معیار کا اندازہ ان کی مدون شدہ کتب سے لگایا جا...
Imran Iqbal's name is prominent in Urdu fiction. He is from Bahawalpur but he is residing in the United States for employment. Imran Iqbal tried his hand at travelogues, fiction, novels and memoirs. He has made women and her issues the subject of his fictions. Imran Iqbal has presented a true picture of a woman who at every step faces various forms of male repressive behavior, outdated customs, husband and father-in-law atrocities, domestic violence and sexual harassment. Her fiction depicts women's psychological problems, the sexual appetites of landlords, capitalists, bureaucrats and top officials. Imran Iqbal has awakened Tanila consciousness through his pen.
Teaching and Learning in the continuum of time is an oldest and will be the latest trait till the doomsday a human being shall encounter without any iota of doubt. It has been experienced that both teaching-learning are mutually exclusive traits yet the shared experience is result of various knowledge and psychologically driven aspects from both teachers and learners alike. Over the period, various teaching and learning theories have been developed by Social scientists and educationists which comprehensively cover all aspects of supervised and unsupervised modes of pedagogy. With E-technologies in place, the challenge of proper teaching and learning has opened up a plethora of issues primarily arguing on the diminishing layer of teachers by technology. The role of teacher is visualized more as intelligent content manager for e-learners. As a result in recent studies more emphasis has been given on learning management system (LMS) and multimedia technologies for content presentation. We have in this dissertation revisited the centuries old problem of mapping right role of teacher with intended learners‟ profile to maximize the best teaching-learning experience. As a result, contrary to few other researches which focused on enhancing e-learner experience, we have modeled using personas of the teachers and their changing roles by identifying the learners‟ behaviors. Using HCI‟s famous UCD approach personas of teachers based on famous Kolb‟s learning styles model has been developed. Comparisons and results were tested on university undergraduate students in a distance learning set up and in physical classroom set up. Analysis of results using Bayesian Networks was carried out showing that proper mapping of students‟ behavior in usage of e-learning system with varying roles of e-teacher is an area which enhances the overall pedagogical (teaching-learning) experience. Suggestions on improvement as identified through a literature as a major gap in e-learning solutions have been presented and concluded with.