بچے کی تعلیم و تربیت میں کردارِ ولی کے عصری تقاضے

This article is about the role and duties of guardian to manage the education of the children and to build up their behavior. So that they may lead the educated, civilized and well managed life and play their role in the development of an Islamic society. The duty of the guardians regarding the education of the child has been divided into four categories, which are education of aticates, religion, reading and writing and general and technical education. The guardians are bound to manage the commercial, industrial and technical education for their male wards and to educate their female wards cooking, tailoring and knitting. Scholastic views of different schools of thought along with their arguments have been discussed in this article.

Relationship Among Qualifications, Experience, Gender, Professional Attitudes and Performance of Directors of Physical Education in Administration of Sports Activities in Government Colleges

Title: Relationship among Qualifications, Experience, Gender, Professional Attitudes, and Performance of Directors of Physical Education in Administration of Sports Activities in Government Colleges Pages: 224 Researcher: Salahuddin Khan Advisor: Professor Dr. Muhammad Shah University: Gomal University Dera Ismail Khan (Pakistan) Year: 2008 Subject Area: Sports Sciences Degree: PhD in Education The purpose of the study was to investigate the relationship of experience, qualifications, and gender with professional attitudes and performance of Directors of Physical Education working in government colleges of North West Frontier Province (NWFP) Pakistan. Seven Research questions were formulated in order to find out; (a) is there any relationship of professional attitudes with experience, qualifications, and gender of Directors of Physical Education, (b) Is there any relationship of ivPerformance with experience, qualifications, and gender of Directors of Physical Education?(c) is there any relationship of performance (General Qualities) aspects of DPEs with their experience, qualifications, and gender, (d) is there any relationship of performance (Content Knowledge) aspects of DPEs with their experience, qualifications, and gender, (e) is there any relationship of performance (Classroom Management) aspects of DPEs with their experience, qualifications, and gender, (f) is there any relationship of performance (Coaching Performance) aspects of DPEs with their experience, qualifications, and gender, and (g) is there any relationship of performance (Professional and Personal Qualities) aspects of DPEs with their experience, qualifications, and gender. For data collection two types of instruments were used (a) professional attitudes having 57 items and (b) DPEs performance evaluation having 64 items. These instruments were developed from the available literature (Baumgartner et al (1995), Corbin B. Charles et al (2004), Bucher A. Charles (1978), Mathews K. Donald (1978), Best W. John (1977), Safrit J. Margaret (1981), Johnson L. Barry et al (1988) and Shah M (2004), and (Evaluation of Student Teaching Final Report form of Towson University Maryland), and from different instruments already used for attitude measures and performance evaluation. In order to make the instrument reliable, both the instruments were send to 70 experts all over the country (mostly from NWFP the province where vthe study was conducted, from Sindh province, Punjab province and from Islamabad the Capital of Pakistan), out of which 50 responses were received. The responses were analyzed for reliability in statistical program “STATISTICA”. For professional attitudes instrument out of 57 items, 39 items were selected as reliable having the Cronbach alpha 0.90. Similarly for performance evaluation of DPEs instrument out of 64 items, only 41 items were selected as reliable having the Cronbach alpha 0.94. The professional attitudes scale having 39 reliable items was administered among 90 Directors of Physical Education working in 72 different colleges in NWFP, while performance evaluation scale having 41 reliable items was administered among 1800 students of graduate level studying in the colleges of NWFP. Responses were quantified with 1= strongly disagree, 2= disagree, 3= neutral, 4= agree, and 5= strongly agree. In professional attitudes scale the scores were revised in case of items showing negative attitudes. In order to analyze the data Pearson Product Moment of co-efficient of correlation “r” was used as statistical technique. Main findings of the study were as follows: (a) the professional attitudes of Directors of Physical Education relationship with experience, qualifications, and gender were not significant. (b) The performance of Directors of Physical Education relationship with experience was found insignificant. Similarly, qualifications and gender were also found insignificant when correlated with the performance of Directors of Physical viEducation. (c) The relationship of performance (General Qualities) aspects with experience, qualifications, and gender of Directors of Physical Education were not significant. (d) The performance (Content Knowledge and teaching skills) aspects were found insignificant when correlated with experience, and gender of Directors of Physical Education, while (Content Knowledge & teaching skills) aspects of performance of Directors of Physical Education were positively correlated with qualifications. (e) The performance (Classroom Management) aspects were positively correlated with experience and qualifications; on the other hand it was negatively correlated with gender of Directors of Physical Education. (f) Coaching aspect of performance was not significantly correlated with experience, and qualifications of Directors of Physical Education. On the other hand (Coaching Performance) aspects were negatively correlated with gender (Female) of Directors of Physical Education. (g) No significant relationships were found between performance (Professional and Personal Qualities) aspects of Directors of Physical Education with their experience, qualifications, and gender.