تاشی تصویر گر
میں اذیت ناک لمحوں کی گود میں سر رکھے رو رہا ہوں
بچپن کی یادوں کے کچے رنگ
تصویر کے کینوس پر پکے رنگوں میں ڈھلتے جا رہے ہیں
یہ رنگ میرا قیمتی اثاثہ ہیں
دھنک تتلیوں کے دیس سے یہ رنگ چرانے آتی ہے
یہ سب میرے تصور کی پیدا وار ہیں
کسی تصویر میں امن کہلاتے ہیں
کسی میں محبت کے دکھ بن جاتے ہیں
چند تصویریں مجھے آزردہ کر دیتی ہیں
This study estimates the leadership qualities of Benazir Bhutto, first female Prime Minister of Pakistan and the Islamic world. The life history of Benazir Bhutto also falls under the category of charismatic leadership as she displayed exceptional leadership qualities in the face of different personal and political challenges. Much has been written on the life, personality and political career of Benazir Bhutto but very few have made academic and in depth study of leadership qualities of Benazir Bhutto which were predominant and striking features of her political leadership during her second tenure as Prime Minister of Pakistan (1993-96). Therefore, this article navigates on diverse Socio-economic, Political and Geo-strategic challenges and responses of Benazir Bhutto as Prime Minister of Pakistan (1993-96). Further, it encapsulates her relationship with military, dwindling state of economy, revengeful role of opposition and various contradictions with President created a grave challenge not only for poor governance but also for the longevity of her premiership tenure. It was not smooth sailing for her as Prime Minister; however, it was a hard journey full of myriad challenges, inherited dwindling economy, overdeveloped state structure, strife torn society, volatile geo-political situation, regional disparities, vindictive politics of opposition and imbalance of power between Prime Minister and President required stupendous efforts from Benazir Bhutto as a Prime Minister. Further, this study presents a systematic and factual analysis of the socio-economic challenges and the arbitrary use of the Presidential power (58) (2B). Furthermore, theory of challenge and response has also been applied to have a better understanding of Benazir Bhutto’s leadership qualities and administrative abilities. It also throws light on the circumstances that led towards her ouster from premiership. Besides, this study attempts to find what were the diverse challenges faced by Benazir Bhutto as a Prime Minister (1993-96)? How did she respond to various challenges as Prime Minister?
This research study was carried out to develop a model for in-service training of secondary school science teachers. Objectives of the study were to assess the present system of in-service training of secondary school science teachers; develop a model for the in-service training of secondary school science teachers; and make recommendations for the improvement of in-service training of secondary school science teachers. In order to achieve the objectives of the study, three questionnaires were developed for trainees (secondary school science teachers), master trainers and head teachers. All the questionnaires were comprised of a 4-point scale and one open-ended question. The questionnaires developed for trainees, master trainers, and head teachers were comprised of 38, 25 and 24 items respectively. The population of the study were 2191 trainee teachers, 76 master trainers, and 1509 head teachers. The questionnaires were administered to 724 trainee teachers, 28 master trainers, and 432 head teachers of 432 institutions (schools). The response rate of trainees was 78.72%, master trainers 100% and head teachers 82.63%. The study was conducted in four randomly-selected districts of Southern Punjab. The data collected through questionnaires were tabulated, analysed, and interpreted. Study findings suggest that a majority of trainee teachers, master trainers, and head teachers believed that training courses were a source of greater awareness regarding content, teaching methods, and the use of A.V. aids. The trainees and master trainers considered that the lecture and activity methods were used during the training, contents of textbooks were taught, got perfection over the contents, understood basic principles of teaching and A.V. aids were used during the training of science subjects. Most of the head teachers stated that the majority of teachers’ performance improved, changes in teachers'' behaviour occurred, and evaluation became a prominent skill due to attending training courses. It was concluded that lacking use of practical work, lack of expertise in using laboratory equipments, low TA/DA (Travelling Allowance/ Daily Allowance), and communication gaps were the major drawbacks of training programmes. In light of conclusions, it was recommended that withdrawal of teachers from schools for INSET should be minimized, training centres should be established at local or tehsil levels, lecture method should be used to the least extent, modern methods of teaching (e.g. demonstration and activity methods) should be used and the nomination of teachers should be made on merit. Pre-test and post-test may be designed and administered on a compulsory basis to determine the academic and pedagogical status of participants. There should be continuous feedback, monitoring, and evaluation for INSET programmes. On the basis of recommendations, a proposed model for the in-service training for secondary school science teachers was developed.