برصغیر کی نادر فارسی تفسیر تبجیل التنزیل (جزء سورۃ الفاتحہ) کا تحقیقی مطالعہ

The intellectual heritage in British–India includes literature of Christian missionaries which focusses missionary perspective and the literature of Muslim missionary in response. In this Case, literature based on polemic method from both sides has become quite important. Specialists of Muslim Christian relations and religious students should be aware of debates of this ere. The criticism on Quran seems quite abundance on social media from opponents and enemies as well as their efforts are quite evident on minds of habitual valiance to precariousness and skepticism. That’s why, the preacher and student of Islamic religion should bring in light the effort being made by Muslim scholars in response to their claims. One of selected flowers in the caravan of Muslim scholars is Abu Mansoor Dehlvi (1902 AD). Tabjil al Tanzil is one of the prominent Quranic Interpretation which focuses on the replies to objections raised against Islam and Quran by Christians in Sub continent. In this paper, author tried to find out this un-published interpretation (as it is supposed) and analyzed its first part containing on surah al fatiha (manuscript). In the result, he finds that polemic method is prevailed. And objections against Islam has been silently condemned.

Effects of Teacher Empowerment Strategies on Teachers Motivations: A Phenomenological Study in a Private Secondary School System Karachi, Pakistan

Teacher empowerment emerged as a strategy for school reforms in the mid-1980s as a result of falling state of education standard in the USA. However, it is not given due importance nor is implemented in the developing countries because of the centralized education system. The decisions are made at the higher level and teachers' voice is left out from the curriculum development, policy formation and school management despite the fact that teachers are the main pillars in restructuring the school and student learning. A phenomenological study was conducted in Karachi, Pakistan to explore the lived experiences of the principal, head teachers and teachers regarding the effects of teacher empowerment strategies on teachers' motivation. A qualitative inquiry was used to seek information from three private secondary schools which are working under one system. The sample size included one principal, three head teachers and twelve teachers who are holding some leadership positions in the schools. The process of data collection was done through semi- structured interviews, focused group discussions and document analysis. The study found that teacher empowerment is an important element in school improvement. The stakeholders (principal, head teachers, teachers) in the schools understand teacher empowerment as involvement in decision making, problem solving, taking and fulfilling their responsibilities in their schools. It was also found that the principal plays a crucial role in implementing teacher empowerment in schools while involving teachers in the schools' management. Empowerment builds the leadership skills and professional competencies of teachers when they are provided with opportunities to be part of the school management. Teacher empowerment also increases teachers' job satisfaction, teachers' self-efficacy and professionalism which becomes a motivating factor for them to stay and give their best in their profession. However, challenges were also faced by the principal and teachers in executing teacher empowerment such as lack of resources, disagreement in opinions, repetitive professional development trainings, domestic issues etc. The study recommended that policy makers, teacher educators and school leaders should promote teacher empowerment, so that their voices can be included in educational affairs. Also teachers networking should be extended so that they learn from each other and share their ideas to improve the process of teaching and learning.