اعتراف
میں دو دیوتائوں کا بھگت
جنھوں نے میرا بخت چمکایا
پہلا دیوتا جس کا مندر
جیسا باہر ویسا اندر
جہاں محبت کی شمعیں جلتی ہیں
درد کے سنکھ بجتے ہیں
جس کی کشتِ سخن زرخیز ہے
جس میں گلاب و سمن مہکتے ہیں
اور مرغانِ خوش نوا چہکتے ہیں
میرے اندر کے تار بجتے ہیں
مجھے ذوقِ ادب کا خزانہ دیا
لکھنا، پڑھنا، بولنا سکھایا
اظہار و بیان کا سلیقہ سمجھایا
پھر میں ایک ایسے دیوتا کے سپرد ہوا
جس کا مندر دیوتائوں کاعجائب گھر
جہاں شعور و فکر کے دیپ جلتے ہیں
جہاں علم و سخن کے گَجر بجتے ہیں
جس نے میری تپسیا کو بھاگ لگائے
میرے لفظ و معانی کو راگ دیے
میری سوچ کو پر لگائے
لفظوں کے جنگل سے خیال و معنی کے پھول چننے کا سلیقہ سکھایا
مجھے تو دوئی راس آگئی
یعنی مجھے پیاس بھا گئی
Islamic theory of possession is explicit. It is different from the contemporary feudal system. Islam does not believe in any tribe, nation and ancestry. Islam negates the concept of lordship and slavery. The history of Islam tells us that Muhammad (PBUH) awarded the property to the companion but it was a special gift and his purpose was not to rule. The purpose of feudal system is to land a certain class for political purpose. The Islamic concept of possession is different from feudal system. It is not correct to say that Islam allows the contemporary feudal system
The present study aimed in finding out leadership style of school principals, and the relationship of leadership
style flexibility and effectiveness with collective teacher efficacy and student achievement. It also focused on
finding out the differences, if any, between leadership style flexibility and leadership style effectiveness of
male and female principals, and the differences between collective efficacies of teachers working under
principals with different leadership styles.
The difference in achievements of students studying under principals following different leadership styles
was also examined. In total 19 null hypotheses were formulated. The population comprised Army Public
Schools and Colleges located in all the eleven regions throughout Pakistan. The sample taken was a population
sample. Data regarding school principals’ leadership style, style flexibility and style effectiveness were
obtained through the instruments of Leader Behavior Analysis (LBA-II Self and LBA-II Other). Data regarding
collective teacher efficacy were obtained using Collective Efficacy Scale (CE-Scale) and the data on student
achievement grade were obtained through results of students who appeared in the SSC annual examination
conducted by Federal Board of Intermediate & Secondary Education, Islamabad (FBI&SE) in the year 2008.
Parametric statistical techniques including correlation, t-test and ANOVA were used to analyze the data.
The key conclusions based on the descriptive and inferential statistical evidences of the study indicated that
there was consistency between the perception of school principals and their teachers regarding the
leadership style, style flexibility and style effectiveness of school principals. Participating was perceived as
the primary leadership style of the majority of school principals; Selling was the secondary leadership style,
while Delegating was perceived as the developing style. The school principals’ leadership style flexibility and
effectiveness were inversely related with each other as well as with collective teacher efficacy.
It was concluded that school principals’ leadership style flexibility was inversely related student achievement.
However, principals’ leadership style effectiveness and student achievement were positively related. Collective
teacher efficacy and student achievement were positively related, thereby concluding that more collective
teacher efficacy may result in higher student achievement. No difference was noted between collective efficacy
of teachers working under principals with different leadership styles. There was no difference observed
between achievement scores of students who were studying under principals following different leadership
styles.