الاستخبارات في العهد المكي: دراسة تحليلية

Security is most important need of every state and community. Surveillance and keeping eye on the enemy are the core responsibilities of every state. All the absolute qualities of a leader can be found in The Holy Prophet (P.B.U.H). Therefore, the first nucleus of security education was in Makkah and expanded with the expansion of the Da’wah till the declaration of Madina as a Islamic state. There are various studies on the subject of surveillance, but they did not cover all aspects of Sīrah in Makkī era regarding the various steps and methods of surveillance. This article investigates how the Holy Prophet (P.B.U.H) maintained the security measures during Makkī era to ensure the security of all his companions and followers. In the First section of this article definition and history of intelligence was discussed, followed by the various techniques of surveillance used in different occasions by the Prophet (P.B.U.H). The last section of the article focused on the techniques used in Makkī era. The article further elaborates the practical steps taken by Prophet (P.B.U.H) to secure his companions and their families from the opponents to the extent possible, like migration to Habash and finally to Madina which concluded in establishment of a free state for Muslims.

A Study of a Head Teachers Perceived and Performed Roles in a Community School in Karachi

Understanding a head teacher's role as an educational leader is mostly a neglected area, especially in developing countries, including Pakistan. Most of the head teachers perform managerial and administrative roles, and very little time is given to academic leadership, which negatively affects the quality of education in the schools. I conducted a study to understand a head teacher's perceived and performed role in a community school located in Karachi. In order to understand the head teacher's different dimensions of the role, a qualitative approach was used. Data was gathered through a variety of methods including, interviews, classroom observations, discussions, and document analysis, to cross- check information for triangulation purpose. The findings suggest that the head teacher perceived her role as that of a facilitator, team builder and change agent. She also acted as an instructional leader and a manager. These role dimensions indicate that the head teacher acts as an educational leader by giving professional support to teachers, by enriching the curriculum, creating close relationships with the community and by creating a collaborative learning environment at school. There seems harmony, to some extent, between the head teacher's perceived and performed roles, however, some challenges have affected the head teacher's role. These challenges include workload, ambiguity of head teachers' role and teachers' turn over. On the basis of the study findings, some recommendations have been put forward that might help the head teacher to further enhance the understanding of her role as an educational leader in the school.