The purpose of this study was exploring teachers' views about their practices as leaders and opportunities available to them for their leadership practices in the schools. Moreover, the study also explored the process of development of teachers as leaders in the schools of a private organization in Karachi, Pakistan. This study employed explanatory sequential mixed methods research which was completed in two phases. In the first phase, it explored teachers' practices as leaders along with the available opportunities through cross sectional survey administering questionnaires among the teachers of three schools functioning under the same organization. In the second phase, qualitative case study was employed to explore the process of teacher leadership development through conducting interviews of the school principal, primary section in-charge and four teachers selected based on certain criteria. The analysis of the quantitative data occurred in two level-main analyses followed by the additional analysis. The main analysis of teachers' views about their practices as leaders and opportunities available to them revealed that teachers performed both formal and informal leadership. As an informal leader teachers were reported to be making sure learning for all students in their classes using innovative students-centered strategies. Similarly, teachers were reported to be seeking to enhance their knowledge and skills, help colleagues in their professional development through sharing ideas and best practice and providing support to the novice teachers in the school. The school management was also reported to be encouraging teacher leadership and providing professional development opportunities to the teachers. The additional analysis revealed the existence of correlation between the available opportunities and leadership practices in the selected school. Furthermore, the qualitative case analysis revealed that teacher can be developed as leaders by providing opportunities of collaboration to the teachers parallel to the professional development opportunities. The school principal can play a fundamental role in teacher leadership development by facilitating need based intervention, providing leadership opportunities based on teachers' capacities and appreciating teacher leadership practices. However, the study findings suggest a need for the shift in the organizational structure of the school by involving teachers in decision making process and developing rules and polices related to teachers' professional development and students' learning.
ڈاکٹر ہادی حسن افسوس ہے پچھلے دنوں علی گڑھ میں ڈاکٹر ہادی حسن کابھی انتقال ہوگیا۔ مرحوم مسلم یونیورسٹی میں فارسی کے بڑے دیرینہ پروفیسر تھے،انگریزی اورفارسی دونوں زبانوں کے بڑے خوش بیان مقرر اورفارسی شعروادب کے نامور محقق تھے، حافظہ بلاکاتھا ،کسی کتاب کے صفحہ کے صفحہ بلا تکلف اپنی یاد سے پڑھ دیتے تھے۔ مسلم یونیورسٹی کے علاوہ ملک کی دوسری یونیورسٹیوں میں بھی ان کے علم وفضل اور تقریر وخطابت کی دھوم تھی۔ متعدد بلند پایہ کتابوں اورمقالات کے مصنف تھے۔ان کے فیضِ تعلیم وتربیت نے سینکڑوں نوجوانوں کو علم و فن کااستاذ اورماہر بنا دیا۔ بیوی کی وفات اور یونیورسٹی کی ملازمت سے سبکدوش ہونے کے بعد بالکل گوشہ نشین اورزندگی سے بیزار ہوگئے تھے،مگر مطالعہ اور تصنیف وتالیف کا شغل پھر بھی جاری تھا۔خوداُن کاذاتی کتب خانہ بڑی تعداد میں اہم اوربعض نادرالوجودکتابوں پر مشتمل ہے۔اﷲ تعالیٰ مغفرت ورحمت سے نوازے! [جون۱۹۶۳ء]
Library research is a data collection technique through the library in the form of literature books, and lecture materials that are relevant to the problem under study. In this study, the authors used the following data collection methods Research library (library research) It is a data collection technique through the library in the form of literature books, and lecture materials that are relevant to the problem under study. Field research (field research) is direct retrieval of the object under study by taking the following steps Observation, namely data collection through direct observation of the object under study, Interviews, namely conducting interviews with leaders and parties interested in the object of research.
It is known that the general variational inequalities are equivalent to the fixed point problem and the Wiener-Hopf equations. We use this equivalent formulation to develop some new self-adaptive methods for solving the general variational inequalities. It is shown that the convergence of these new self-adaptive methods requires only the pseudomonotonicity, which is weaker condition than monotonicity. Relationship of these new methods with previous known methods is considered. Several examples are given to illustrate the efficiency and implementation of these methods. It is shown that the new self-adaptive methods perform better than the previous ones. A new class of variational inequalities is introduced and studied which is called the extended general mixed variational inequality. We establish the equivalence between the extended general mixed variational inequalities and the fixed point problems. This alternative equivalent formulation is used to suggest and analyze some new iterative methods for solving the extended general mixed variational inequalities. The convergence analysis of these methods is considered under suitable mild conditions. A new class of resolvent equation is introduced. It is shown that the extended general mixed variational inequalities are equivalent to the resolvent equation. This equivalence is used to suggest some iterative methods for solving the extended general mixed variational inequalities. The convergence of these iterative methods is discussed. Since the extended general mixed variational inequalities include extended general variational inequalities and related optimization as special cases, results obtained in this thesis continue to hold for these problems.