عہد نبوی میں نوجوان صحابہ کرام کا بطور معلم تقرر اور اصلاح معاشرہ میں ان کا کردار

It is above-board that teachers play an important role in forming, formulating, molding and developing the society as individuals and as a whole. The youth has ever been an icon to lead the community in every sphere of life. The young stuff has played the pivotal role in preaching, scribing, teaching, political, economic and even diplomatic fields. The present research article explores the role of various companions of Holy Prophet (r) in these fields. Firstly, the Holy Prophet (r) groomed his companions, stormed their brains and paved them on the Divine way, then sent them to the said fields to work. Among those companions, Ḥaḍrat Muṣ‘ab bin ‘Umayr, Mu‘ādh bin Jabal, ‘Abdullāh ibn e Maktūm, Rāfi‘ bin Mālik, ‘Abdullāh ibn e Mas‘ūd, ‘Abdullāh ibn e ‘Abbās, Abū Sa‘īd Khudrī (y) as well as from females Ḥaḍrat ‘Āyshah, Ḥaḍrat Ḥafṣah, Shifā bint-e-‘Abdullah etc. Were appointed as preachers. Their task was not only to teach and educate the community rather to present themselves before them as paragon for their particular fields. The research concludes that the Prophet (r) laid down a criteria for selection of the teachers of Muslim Ummah. The selection criteria of the Prophet (r) was based not only on contingent variables but also on some special characteristics like teaching and training, potential empathy for the learners and a passion for social reformation. As a result, these preachers, after practicing their ideal and best performance, produced numerous educations, merchants, facilitators and reformers in the society. The present research paper will explore the companions’ efforts for the reformation of the society.

Exploring Pedagogical Leadership in Schools: Teachers’ Perceptions on How Principals Promote Teaching and Learning

This study explores pedagogical leadership of school principals as teachers perceive and how principals promote teaching and learning in the schools of urban context of Karachi, Pakistan. In the last two decades the focus of policy makers and educators has been shifted from the provision of education to educational outcomes. Different reforms have been introduced to improve quality of education in Pakistan. The role of the principal is central to bringing quality change in schools. Therefore, many attempts have been made to understand principal's leadership styles. However, little empirical evidence is available to explore the principal's role as pedagogical leader with the teachers' eyes under qualitative study and how teachers as key players in school perceive principals' role in promoting teaching and learning in schools. Therefore, this study aims at exploring teachers' perceptions about role of a principal as a pedagogical leader in three schools (public, private and non- profit school organization) at secondary level in the context of Karachi. To achieve the purpose of the study and sufficiently address the research questions, a qualitative research study was designed to explore the perceptions of teachers regarding the pedagogical leadership in schools and how principals promote teaching and learning in the school. The study involved the use of semi-structured interviews, document analysis and field observations. Findings from the study indicate that teachers perceive principals as pedagogical leaders who guide them in classroom teaching and learning through effective pedagogies and strategies, creating collaborative relationships and provide constructive feedback. Whereas, the actual practices of principals rarely meet the perceptions and expectations of teachers because principals most of the time are consumed in day to day administrative tasks. This study is significant because the findings suggest that current and future school principals should attempt to understand how they are perceived by teachers, and, thus, adapt attitude, pedagogical skills, and strategies to demonstrate pedagogical leadership in the school. This study can also be beneficial for the policy makers to develop a policy document on training of teachers, administrative staff, and community members to appreciate and expect the role of principals in teaching and learning apart from the role of administrative matters. The study can further be expanded to teachers of urban and rural context under mixed research method so the result can be generalized. Moreover, perceptions of students about the role of principal as pedagogical leader at secondary level may add value to the study.