ﷺ
مری زباں پہ جو ذی احتشام آتا ہے
خدا کے بعد محمدﷺ کا نام آتا ہے
دُرُود جو بھی حبیبِؐ خدا پہ پڑھتا ہے
اُسے خدا کی طرف سے سلام آتا ہے
جو آلِ ساقیٔ کوؐثر کا احترام کرے
اُسی کے ہاتھ میں کوثر کا جام آتا ہے
کرم خدا کا رسولِؐ خدا کی رحمت ہے
ہنر ہے مجھ میں کوئی اور نہ کام آتا ہے
یہ آرزو ہے کہ عرفانؔ کو کہیں آقاؐ
ثنا گروں میں تمھارا بھی نام آتا ہے
The correct recitation of the Quran depends upon correct spellings is based on "Ilm al-Rasm" and accurate reading depends upon "Ilm al-Dabt". "Ilm al-Dabt" is divided into “Nuqat al-A’rab” and “Nuqat al- A’jam”. “Nuqat al-A’rab” mean the signs which throw light on ‘al-Harakah’, ‘Sukun’, ‘Tashdid’ and ‘Madd’ etc. “Nuqat al-A’jamm” implies the signs which remove the confusion found between letters and cause the phonetic and facial recognition different letters. So dotted letters are titled “Mu’jam” and dotless letters are named as “Muhmal”. This paper deals with “Nuqat al-A’rab”. Initially, the Quran was without these signs. This science was developed first time in the period of Amir Muawiah by Abu al-Aswad al-Duali in the shap of rounded dots. Later on these dots were replaced with appropriate signs by Khalil bin Ahmad al-Farahidi. These signs were given different names. Ilm al-Dbt gained a little controversy but the majority of scholars appreciated it.
This mixed study examined the associations and effect of primary school teachers’ intrinsic and extrinsic motivation towards their performance assessed by respective head-teachers. The multi-stage random sampling involved 348 teacher-respondents and 40 head-teachers of District Hyderabad, Sindh. Both quantitative and qualitative data were collected through adapted questionnaires having 48 five-point Likert-scale items and three open-ended questions. Data were analyzed through SPSS package of 16.00 for descriptive and inferential statistical analyses at 0.05 confidence-intervals. Descriptive statistics revealed that teachers ranked their intrinsic motivation better (mean ranged1.62 to 2.18 for 11items) against extrinsic motivation (mean ranged from 2.50 to 3.97 for 14 items).Teachers’ 13 performance items did not catch supporting evidence i.e. means ranged from 1.93 to 3.97 (with 2.82 mean of means) which is disappointing one. Regarding multiple linear regression, intrinsic and extrinsic motivation significantly and moderately predicted respondents’ performance, R=.299a, r2=.290 (adjusted r2=.284), F(2, 245)=16.979, p<.001.They accounted for 29.9% variability in respondents’ performance showing better effect (unstandard beta=.306 or 30%) of extrinsic motivation t(345)=3.926, p=.000 against intrinsic one (unstandard beta=.200 or 20%)t(345)=3.926, p=.001.Regression analysis of demographical predictors reveal unsatisfactory picture despite being significant (p=.000a) with moderate level of correlation, R=.521a, r2=.272 (adjusted r2=.239), F(15, 332)=8.265, p<.001.Only two predictors i.e. xiv teaching experience and average education of family members got significant beta coefficients and p-values (p=<.05) while others (13) discarded. Difference regarding independent-samples t-test and one-way analysis of variance (ANOVA) reveal that females; widow/widower/divorced; teachers with no other source of income; and teachers with higher academic qualifications, professional qualifications, age, and monthly salary obtain statistically significant and better performance than their counterparts. Feasible suggestions collected through open-ended questions are incorporated in recommendations. Key words: intrinsic motivation, extrinsic motivation, primary school teachers’ performance,