The contemporary school leadership is not just a gear of technical and professional skills. It has literally evolved into a complex combination of social, moral and educational values and their translation through the art of leadership practices. The school leadership and administration has turned into a value-laden rather a value-saturated arena of interactions. Within the broader and complex framework of values, the personal values of the school leadership play a critical role in the everyday life of a school. Therefore, this study is intended to explore the types of personal values, the motivational bases for acquiring them and the influence of such personal values on the leadership practices of the school principals. Consequently, this study entered the field of exploration with a set of three questions. First, what are the main types of personal values endorsed by school principals?; secondly, what are the motivational bases for acquiring those personal values? And finally, the main question of how do these personal values influence the leadership practices of the school principals? To address the above stated queries, a comparative case study method followed within the qualitative research paradigm. Two community based school principals were purposefully selected as study participants from the private secondary school context of Karachi, Pakistan. Semi-structured interviews, observations, reflective journal and document analysis were used as the main data collection tools for the study. The data gathered is qualitatively analyzed through thematic interpretation and of the participants' perspectives. The study found that the types of personal values and the motivational bases for the acquisition of such values are very much contextualized. A deep-rooted connection exists between the value types and the motivational bases. There are various regulating factors that steer the acquisition of such personal values by the principals. This research further explored that the leadership practices of the principals are considerably influenced by their personal values in terms of cultivating a school culture, establishing structures and marinating relationships with the external community. Based on the study findings an effort has been made to put forward a contextualized model. The findings of this study can be significant to the educational leaders in exploring new dimensions in their leadership practices. It may help the educational leaders in the developing context to understand their own personal values in order to see how they are getting translated through their practices. The findings may provide practical and contextual information to the teacher educators
بندہ ناچیز انتہائی ادب سے عرض گزار ہے کہ اللہ رب العزت نے ہمیں انسان بنایا اور اپنے پیارے محبوب کے دامن رحمت سے وابستہ فرمایا ۔ علاوہ ازیں بے شمار نعمتوں سے نوازا۔ ہمیں چاہیے کہ ہم اپنے رب کی عبادت کریں اور اس کے شکر گزار بندے بنیں۔ شریعت مطہرہ کے مطابق اپنی زندگی بسر کریں، لیکن ہم دین سے بہت دور ہوتے جارہے ہیں ۔ نفس کی خواہشات اور رسم و رواج کو بہت زیادہ اہمیت دیتے ہیںاور دین کے معاملہ بھی اپنی مرضی کرتے ہیں ۔ کسی نے کیا اچھا لکھا ہے: جیویں پیارا راضی ہووے مرضی ویکھ سجن دی جئے کر مرضی اپنی لوڑیں ایہہ گل کدے نہ بندی جب کہ خدمت، ہمدردی ، درد دل کا جذبہ ہونا چاہیے ۔ علماء کا کام تو صرف بتادینا ہے عمل ہم نے کرنا ہے: ’’جیسا کریں گے ویسا بھریں گے‘‘ ۔ ذکر آتا ہے کہ بھگت کبیر کی جھونپڑی مذبح خانے کے پاس تھی ۔ جانور ذبح ہوتے وقت درد بھری آواز نکالتے تو آپ پریشان ہوکر کلی سے باہر آجاتے ۔ آخر آپ نے فرمایا : کبیرا تیری جھونپڑی گل کٹیوں کے پاس جو کرے سو بھرے توں کیوں رہے اداس یہ دنیا کی زندگی بہت ہی مختصر ہے۔ سب کچھ یہیں چھوڑ کر چلے جانا ہے۔ کسی نے کیا خوب لکھا ہے: اجڑ گئے وہ باغ جس کے لاکھوں مالی تھے سکندر جب گیا دنیا سے دونوں ہاتھ خالی تھے لکھیا چن چراغ نے سرفراز خان نوں: کجھ کھا لیئے کجھ پی لیئے کچھ دے دیئے رحمان نوں اتنا غرور نہیں چاہیے اس قبر دے مہمان نوں چن چراغ میاں اس پینگ نے ٹٹ جاونا ایہ جیہڑی چڑھی ہے اسمان نوں اس زندگی کو کیوں نہ اللہ کی یاد میں...
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.
Literature on educational development suggests that the last decade has witnessed tremendous quantitative expansion in education but the quality of education being offered in developing countries has been a main concern for everyone. One of the reasons could be due to recruitment of untrained teachers, since experienced teachers have started leaving the profession. This has further aggravated the situation. Hence, many developing countries including Pakistan initiated effective teacher education programmes. The Aga Khan University, Institute for Educational Development has played a critical role by offering a wide range of teacher education programmes. The purpose of these programmes is to develop critical mass for institutional capacity building, required for school improvement. The M.Ed. programmes graduates called Professional Development Teachers (PDTs), work closely with teachers, in general, and inexperienced teachers in particular in their own context. In order to understand the role of PDTs in the professional development of novice teachers, a qualitative study was conducted in AKU-IED's four cooperating schools. A battery of research tools such as interview, observation and document analysis were used to gather the relevant information. The study suggests some important findings related to PDTs' role in the professional development of novice teachers. The PDTs seemed to have an adequate understanding of how to work with novice teachers for their professional development. The novice teachers feel that the PDTs have been great supporters for enhancing their professional learning. However, novice teachers need more professional support in the areas such as pedagogical approaches, classroom management, and material development. PDTs seem to have a major agenda of professional development in both, private and community-based schools; they need to use multiple instructional strategies for the professional development of novice teachers.