Literature shows that little attention has been given so far to study the development of teacher leadership in the context of Pakistan. Therefore, this study aimed to explore how teacher leadership is developed and enhanced in a private school in this context. The study focused on understanding the school's activities and perceptions of the key stakeholders in order to illustrate the forms of teacher leadership in practice, identify the strategies employed for development of teacher leadership, and highlight the factors that influence the development process in the school context. By using a case study design in qualitative paradigm, the study collected data through SNA1, observations, document analysis and interviews (semi-structured and focused group) with teachers, coordinators, deputies, head of SDC2 and the school's principal. Collecting data from multiple sources and perspectives enriched the study findings. Note-taking, tape-recording, transcriptions, collecting copy of documents, memo-writing, and maintaining reflective diary facilitated the data recording and data collection process. The use of AGNA3 and Nvivo4 allowed systematic and inductive analysis of the data. The findings of the study revealed that both formal and informal forms of teacher leadership was in practice in that particular school and the participants perceive teacher leader as a role model, as a visionary or missionary and responsible person for the overall development of students. Various strategies for enabling teachers in improving their capacities, involving them in productive work and creating conducive professional environment have contributed in developing teacher leadership in the school context. Also, professional knowledge, school culture and structure, system support, and readiness for change are important factors in the development process. The findings of the study bring forth several implications for practitioners and relevant institutions and also suggest some recommendations for further research in the area of teacher leadership.
بال جبریل کی اشاعت کے چند ماہ بعد جولائی 1936ء میں ضرب کلیم منظر عام پر آئی۔ اقبال کا یہ اردو کا تیسرا مجموعہ کلام ہے” ضرب کلیم “ فکر کی پختہ اور مستحکم صورت کا مجموعہ ہے۔اقبال نے اس کتاب کے ہر حصے کو عنوانات میں تقسیم کیا ہے۔ عنوانات درج ذیل ہیں ۔ (1) اسلام اور مسلمان (ii) تعلیم و تربیت (iii) عورت (iv) ادبیات ، فنون لطیفہ (۷) سیاسیات مشرق و مغرب (vi) محراب گل افغان کے افکار۔ ہر عنوان میں بہت سی نظمیں ضمنی موضوعات کے تحت دی گئی ہیں۔ محراب گل افغان کے اذکار میں نمبر شمار دے کر بیس افکار پیش کیے گئے ہیں۔
Dr. Muhammad Iqbal is an outstanding poet-philosopher, perhaps the most influential Muslim thinker of the 20th century. His poetry, both Urdu and Persian, is great. Iqbal's philosophy is known as the philosophy of selfhood (KHUDI). His philosophy determines the fact that the purpose of life is the development of inner-self. This goal of human being is definitely achieved by the true love of God, and sincere obedience of His Prophet Muhammad (PBUH). As the holy Quran declares loud and clear: "Say: if you do love Allah, follow me: Allah will love you and forgive you your sins." This article is about the gist of Dr. Iqbal's poetry, which is the love and devotion of Allah's beloved Messenger Muhammad (PBUH). Just like Rumi, Dr. Iqbal had a similar pattern of love for the personality of the prophet. He made Him to be the role-model in bringing the socio-political change within the Muslim society of his time. He firmly believes: If you are loyal to Muhammad, then We are yours The world is naught: The Pen of Destiny shall be yours
Pakistan faces multiple challenges in education, which include poor infrastructure, availability of basic facilities, high drop-outs, low enrollment, teachers' absenteeism, ghost schools, ghost teachers, lack of community participation in school activities, lack of teacher professional development opportunities etc. Though the government is responsible for providing free quality education to every citizen, but in the presence of such challenges, the government alone cannot have a significant impact. Therefore, the government requires support from private sector actors to overcome these challenges. The Government of Pakistan has been placing high value on Public Private Partnership (PPP) in education to address to educational challenges and various programmes of PPP are in practice with various claims of success. This study aimed to explore the kinds of changes and improvements (infrastructure, community participation, teaching and learning and coordination among the partners that have been brought about in an adopted public school in Karachi. Looking at the aim of the study, qualitative research methodology under interpretivists research paradigm was used in which exploratory case study design was employed. Individual interviews, focus group discussions, overall school observations and document analysis were used as sources of data collection. Data was analyzed using Creswell (2009) model of qualitative data analysis. The study has found that adopt-a-school program of PPP has improved school infrastructure by providing all the basic facilities, such as clean drinking water, toilets furniture, desks, library, laboratory, maid and peon. Secondly, teacher's punctuality has been improved and students' enrollment has been increased. However, less attention has been paid to teaching and learning, coordination among the partners and community mobilization. Study explored that various professional development opportunities are provided by the adopter but government teachers, due to one or multiple reasons, do not avail them. Therefore, overall role and contribution of adopt-a-school program in bringing about change in adopted public school has become debatable. The findings of this study suggest that there should be some amendments in the charter of partnership, whereby adopters may have more say in making decisions about teachers so that proper teaching and learning environment can be ensured.