This research aimed to study the impact of conducting action research on the professional development of secondary school teachers in KPK (Pakistan) and to spot diverse elements of particular attention for thought which could be a factor in the professional development of school teachers in Pakistan. The study was unique in the sense that in Pakistan there is no culture of research at school level[fact]; action research was used as a tool for professional development of teachers at school level. Action research is considered as a systematic process of reflection, inquiry and taking action by the individuals to improve their own professional practices (Frost, 2002, p.25). This study reports on, how teachers can improve themselves to enhance their professional competencies, using action research. For professional development one should be a reflective practitioner, this means that one is capable of; studying his own practice and developing educational theories based upon that practice (McNiff, J. 2002). It also discloses the strategies of applying action research, inside a classroom in Pakistani context (Kemmis, & McTaggart, R.2003, pp.336-340). During the discourse of this study the benefit accrued to teachers using action research in their classrooms were also highlighted. Beside this the challenges that teachers faced in implementing action research in their classrooms emerged. The objective of this research was to introduce Action research to teachers; for improving their teaching style and professional development; to enable them to challenge their own practices by following the systematic multi cyclic four stage model of Action research (Kemmis, 1982) and improve their teaching styles by studying what they practice. The tools of data collection included; pre and post intervention interviews; lesson planning, lesson observation, post lesson discussion and feedback and reflective journals. The study was di-pronged, it contributed to the professional development of the participating teachers on one hand and on the other , it developed a deeper insight, xv of the researcher, in to the matter how action research can be used as tool for the professional development of teachers at school level. Indeed, there were issues and trepidations for the participating teachers and even for the researcher too, for instance, there is no research culture at school level, it was difficult for the teachers to conduct action research in their classrooms. Although departmental permission to collect data from public schools, both male and female was granted but at all managerial levels research is seen as useless and time wasting activity hence their support was as well with the same frame of mind and temporary. Even though there were problems, nonetheless, not all is gone astray the foundation of assurance is the research plan itself that is action research is an enduring experience which facilitate to decide the related issues as one progress. There is sufficient proof to argue that action research, with executive pledge, encouragement and technical support, could work at our school level to endow with an opportunity to our school teachers to keep on developing and learning.
ڈاکٹر سید عبداﷲ ڈاکٹر سید عبداﷲ ۱۴؍ اگست ۱۹۸۶ء کو لاہور میں اس عالم فانی کو چھوڑ کر عالم جاودانی کو سدھارے، اس خبر کو سن کر دل کو ویسی ہی چوٹ لگی جیسے اپنے خاندان کے کسی عزیز فرد کی دائمی جدائی سے لگ سکتی تھی، ان کی رحلت سے علم و ادب کی ایک زمردیں مسند خالی ہوگئی، وہ علمی حلقوں میں عربی زبان کے قدر شناس، فارسی شعر و ادب کے رمز شناس، اردو کے عناصر خمسہ اور شعراء کے اداشناس، علامہ محمد اقبال کے جوہر شناس، اور اپنی نظر و فکر کے نکتہ شناس کی حیثیت سے یاد کیے جائیں گے، پاکستان میں اردو کو قومی زبان بنانے میں شاہین اور عقاب بن کر جس طرح جھپٹے، پلٹے اور پلٹ کر جھپٹے، اس کی یادیں بھی لوگوں کے دلوں کو گرماتی رہیں گی، ان کی تصانیف سے یونیورسٹی کے اساتذہ نے اردو کے ادیبوں اور شاعروں کو سمجھ کر جس طرح طلبہ کو سمجھایا، اس کی عنبریں یادیں بھی زریں حروف سے لکھی جائیں گی، اور پھر انسائیکلوپیڈیا آف اسلام کی تکمیل کر کے لوگوں کی دیرینہ آرزوؤں کے ریگ زار کو جس طرح شاداب مرغزار بنادیا، اس کی یادوں کے کنول بھی ہمیشہ کھلے رہیں گے، اور کس کو اس سے انکار ہوسکتا ہے کہ وہ علم و فن کے سیاروں میں عطارد بن کررہے، اور ساٹھ ۶۰ سال کی علمی خدمت کے بعد اسی حیثیت سے رخصت ہوئے۔ میری یادوں کی شبستان میں وہ اس طرح دکھائی دیں گے کہ وہ مجھ سے مل رہے ہیں، گلے لگارہے ہیں، اور کہہ رہے ہیں کہ میں تو اپنے کو مولانا سید سلیمان ندویؒ کا فرزند معنوی سمجھتا ہوں، ان ہی کی تحریروں سے تحقیق کرنا سیکھا ہے، میں تم سے ملتا ہوں تو محسوس کرتا ہوں کہ سگے بھائی سے مل رہا...
There is gape in students of Islamic Institutes and Institutes of higher education in the world. The students of Islamic Universities well aware about Islam and its teachings. They have strong beliefs in it. While the students of higher educational institutes other than Islamic have no idea and have no enough knowledge about Islam and its beliefs. There is dire need for reconciliation in this regard. This research paper tries to explore Importance and need to adopt the way of Da’wa of the Holy Prophet in Makki era in order to improve the beliefs of University students. Way and expectative results.
This research work was performed to study the antecedents of individual decision making in the higher education sector of Pakistan and to examine the effects of such decisions on organizational performance. Specifically, eight theoretically driven and significant antecedents, including work-family conflict and interpersonal conflict as individual conflicts; leadership skills, emotional intelligence and self-efficacy as individual abilities; and time pressure, information level and risk as situational forces, were studied in relation to faculty decision making, which was measured in terms of rational, intuitive, dependant, avoidant and spontaneous decision-making styles employed by faculty members. In addition, the consequent effects of such faculty decision-making styles on organizational (University) performance were examined. Nine hypotheses (H1-H9) were formulated to test the theoretical model based on the relationships among individual conflicts, abilities, situational forces, decision-making styles and organizational performance in the higher education environment. The hypotheses were partially supported, except for one fully supported hypothesis (H4). The questionnaire method was utilized to collect data using quota sampling from a targeted sample that consisted of faculty members working in these higher education institutions (HEIs) of Pakistan. A total of 722 questionnaires were distributed to these faculty members, from which 516 valid questionnaires were returned, yielding a response rate of 72%. The survey results showed that individual conflicts are significant predictors of individual decision-making behavior because individual conflicts inversely predict rational and intuitive decision-making styles, resulting in higher usage of avoidant and spontaneous decision-making styles. Correspondingly, higher individual abilities resulted in more use of rational and intuitive decision making by faculty members, which made them less inclined towards avoidant and spontaneous decision making. Similarly, time pressure, information level and risk as situational forces were also found among the significant antecedents of individual decision-making styles. Likewise, faculty conflicts and situational forces were also found to be significant moderators for the relationships between faculty abilities and University performance. Such faculty decision-making styles also significantly contribute towards University performance and mediate the relationship of their antecedents and University performance. The significance and implications of the study findings are also discussed. These findings can be comprehensively utilized in the formulation of faculty development programs and for the betterment of the higher education institutions in Pakistan.