Gender and leadership has been an area of concern for researchers working in the field of gender based educational inequalities. "Gender inequality in education constructs and, in turn, is constructed by inequalities between men and women in other spheres that intersect with education" (Subrahmanian, 2005, p. 9). The provision of equal opportunities in education has been a major concern for the researchers (Khalid & Khan, 2006; Ashraf, 2007; Aslam, 2009; Ghaffar, 2011). Ashraf (2007) has highlighted the need for developing gender equality perspective for secondary school teachers, which could ascertain the growth of students as gender-aware individuals. The present qualitative study has attempted to explore the gender related views of a male and a female school principal and their practices of task delegation through comparative analysis using Sergiovanni's (1991) framework and a gender lens. The data were collected through semi-structured interviews, observations (through shadowing), post observation discussions and document reviews. Miles and Huberman's (1992) framework guided the data analysis. The study has used gender lens to explore the analyzed data, which is then reviewed through Sergiovanni's (1991) framework. This framework helped in identifying the views symbolized as "Heart" of the leaders as key elements informing their practices presented as the "Hand". The study revealed that the "Head" that symbolizes meaning making of leadership responsibilities with a gender lens was the missing element in participants' professional repertoire as a school encompassing "hand" dimension of this framework. The key findings of the study show that the participants' practices of task delegation to male and female staff were guided by their views and past experiences of gender. It also showed that the absence of professional training on gender was the reason for their lack of insights into how gender guided their practices. The study suggests professional courses and sessions based on gender studies to build the principals' understanding of key gender constructs and how these inform their practices and demonstrate gender informed leadership. The gender informed leadership practices will hold significance in the provision of equal opportunities for male and female staff as well as students at a single school level to the whole educational system. Further, the study recommends the researchers to explore other aspects of principals' decision making such as conflict resolution, motivation and staff appraisals with a gender lens.
اک سی خرگوش تے اک سی گدڑ۔ خرگوش گدڑ دا ماما سی۔ دونواں نے اک اک بیری دا رکھ لایا۔ خرگوش اپنی بیری نوں ویلے سر پانی دیندا، دوجے جانوراں توں راکھی کردا تاں جے اوہ ایس نوں کھا نہ جاون۔ گدڑ اپنی بیری ولوں اوناں ای لاپرواہ سی۔ کدے کدے پانی دیندا۔ اوہ وی گندی نالی دا۔ کجھ دناں دے بعد دوہاں دیاں بیریاں وڈیاں ہو گئیاں۔خرگوش دی بیری نوں مٹھے تے گدڑ دی بیری نوں کوڑے بیر لگدے سن۔ جدوں گدڑ نے بیر کھانے ہوندے تاں اوہ خرگوش کولوں منگ لیندا۔ اسرے بیر کھا کے اوہ ہور بیر منگدا تاں خرگوش آکھدا بس بس، سواد پے جاؤ گا۔
اک دن خرگوش تے گدڑ بازار گئے اور ویکھیا کہ اک دکان تے اوہدا مالک موجود نہیں۔ اوہ دونویں دکان اندر وڑ جاندے نیں۔ خرگوش آپ کھنڈ دی بوری اتے بہہ کے مزے نال کھنڈ کھاندا رہندا اے۔ گدڑ نوں اوہ مر چاں والی بوری اتے بہا دیندا اے۔ گدڑ نوں جدوں مرچاں چڑھ دیا نیں تاں اوہ خرگوش کولوں کھنڈ کھاون نوں منگدا اے۔ خرگوش اوہنوں آکھدا اے کہ چپ کر جا۔ تیری آواز سن کے دکان دار نہ آ جاوے۔ اپنے چرنوں دکان دار آ جاندا اے۔ خرگوش چھیتی نال اوتھوں نس جاندا اے تے گدڑ دکان دار دے قابو آ جاندا اے۔ شام نوں اوہ گدڑ نوں اپنے گھر لیا کے بنھ لیندا اے۔ اوہ گدڑ نوں کھاون نوں سکی روٹیاں تے پین نوں گرم پانی دیندا ٓے۔ ایس پاروں گدڑ بہت ماڑا ہو گیا۔
کجھ دناں بعد اوس نوں کسے دوسرے شہر کم لئی جانا پیندا اے۔ اوہ اپنی گھر والی نوں آکھدا اے کہ گدڑ نوں سکی روٹی دینی اے تے پین لئی گرم پانی۔ اوہدے گھر والی بولی ہوندی...
Macroeconomics relates to economics elements at national level. Islam has conveyed its guidance in this sphere too. It encourages modest life style and thereby reduces expenditure, hence, increased savings. These savings can be utilized for investments to boost economy. Banking play an important role in creating pool of deposits used to finance businesses. Governmental regulatory intervenetions are at times involves controlling prices, preventing hoarding and monitoring adulteration. These issues have been discussed in this article with reference to relevant Islamic Teachings.
The study aimed to investigate academic staff’s use patterns of e-journals. It also investigated relative use of e-journals by academic staff of twelve disciplines and disciplinary differences in the use patterns of e-journals. Relationship between frequency of e-journals’ use and demographic and professional variables of interest were determined. The reasons of under-utilisation of Higher Education Commission (HEC) e-journals were also explored. To achieve the objectives of the study, a quantitative design was used based on survey method. The survey instrument was a self-administered questionnaire constructed with the help of related literature. The questionnaire was pre-tested and reliability was established measuring Cronbach’s Alpha. University of the Punjab was chosen as a sample and targeted population comprised academic staff serving on contract and permanent basis at Quaid-e-Azam and Allama Iqbal campuses of Lahore. The targeted population of the University of the Punjab at the time of data collection was 949 academic staff members. The questionnaire was personally distributed to 841 academic staff members of twelve disciplines with the assistance of information professionals of the respective departments. The questionnaire could not distribute to 108 academic staff members as they were on leave. The number of respondents who returned the questionnaires was 457 and an overall response rate of the survey 54 % was achieved. The data collected through questionnaires was entered in SPSS programme and cleaned before data analysis. Descriptive and non-parametric statistics were applied to analyse data quantitatively. The findings of the study revealed that academic staff’s top most used information sources were e-journals, online reference sources and discussion with colleagues. Majority of the academic staff used e-journals more for research and keeping up-to-date activities than teaching and writing conference papers. Majority of the academic staff identified e-journal articles by employing searching method. An overwhelming majority of the academic staff accessed general search engines, Google Scholar and open access e-journal websites to find e-journals and articles as compared to HEC e-journals and full-text databases. Majority of the academic staff frequently used title words followed by keyword searching as a search strategy to retrieve articles. The frequency of e-journal’s use was found related to age, education level, Internet use, e-literacy skills, purposes of using e-journals and their respective disciplines. Gender and academic designation were not found related to the academic staff’s frequency of e-journal’s use. The top most barriers faced by academic staff in accessing, searching and downloading e-journal articles were payment of e-journal articles not available through HEC e-journals and slow internet speed. HEC subscribed e-journals were found to be useful to academic staff teaching and research activities. Academic staff was aware of HEC e-journals relevant to their subject and e-journals were also easily accessible to them. The reasons of under-use of HEC e-journals might be non-availability of full-text articles, lack of training programmes about the use of HEC databases and e-journals, academic staff’s lack of good advanced searching skills and on-campus restricted access to e-journals. It is concluded from key findings of the study that academic staff preferred e-journals as a prime means of information source than all print, electronic and informal sources for their scholarly activities. Academic staff has become aware of HEC e-journals in their relevant disciplines, but payment of e-journal articles not available through HEC e-journals is a major barrier faced by academic staff. HEC e-journals are not fully meeting the core e-journals demand of academic staff. The major recommendations made were that workshops and e-literacy instruction programmes should be arranged for academic staff by information professionals to teach the use of advanced searching techniques to retrieve articles. Awareness programmes should be arranged by Punjab University Library about British Document Delivery System of HEC National Digital Library Programme for requesting e-journal articles.