حاصل تحقیق
زبان اللہ تعالیٰ کی عطا کردہ نعمتوں میں سب سے بڑی اور عظیم نعمت ہے۔ اس پر سنجیدگی سے غورکرنے کا سلسلہ روزِ اول سے ہی جاری ہے۔ قبل مسیح کےمفکروں اور دانش وروں نے بھی اس پر بہت غور وخوض کیا اور اس کے متعلق مختلف نظریات قائم کیے، اس سلسلے میں مختلف کتب موجود ہیں جو زبان کے متعلق قبل مسیح کے نظریات سے بھری پڑی ہیں۔
اس کے بعد آنے والے مختلف مفکرین نے اس پر تحقیقی کام جاری رکھا۔ اور زبان کے متعلق اپنے نظریات پیش کرتے رہے۔ ان نظریات سے مختلف ماہرین لسانیات نے لسانیات کےمختلف شعبے تخلیق کیے اور ہر شعبے میں خاطر خواہ کام کیا۔
انیسویں صدی میں لسانیات پر باقاعدہ تحقیقی ادارے بننے شروع ہوئے،مغرب نے اس سلسلے میں بہت کام کیا، لیکن یہ بات عیاں ہے کہ بیسویں صدی میں ادب پر جتنا کام ہوا وہ گزشتہ ایک صدی تک نہ ہو سکا، بلاشبہ اس صدی کو ادب کی صدی کہا جاتا ہے اس میں باقی شعبوں کے ساتھ ساتھ لسانیات جیسے اہم مضمون پر بھی بہت زیادہ خامہ فرسائی کی گئی۔
زبان میں لسانیات کے موضوع کے حوالے سے اگر دیکھا جائے تو یہ مختلف عناوین اور اس کےمسائل ومباحث کو سمیٹے ہوئےہے۔ جہاں اس کا تعلق نطق انسانی سے ہے وہاں زبان کے قواعد اور لغتیات پر بھی بحث کرتی ہے۔ اگر لسانیات کی صرف نطق انسانی کے حوالے سے بات کی جائے تو یہ بات عیاں ہے کہ لسانیات کا کسی مخصوص گروہِ انسانی سے تعلق نہیں بلکہ یہ دنیا کی تمام زبانوں کے مسائل کو زیر بحث لاتی ہے۔ مختلف ماہرین لسانیات نے اس کی تعریف مختلف حوالوں سے کی ہے۔ ان میں چند ایک درج ذیل ہیں:
’’زبان کا سائنسی مطالعہ لسانیات کہلاتا ہے۔
Sharing water resources within country and amongst transborder countries often create conflict because of increasing demand of fresh water for their domestic, industrial and agricultural sectors due to growing population and increasing economic activities. As a result, every country is interested to build more water storages like dams and barrages to safeguard their water requirements in the lean periods or to protect their areas during flood period. Therefore, a transboundary conflict amongst riparian countries on water sharing is obvious facts which are resolved either through bilateral dialogue or by involving international arbitrators. Similarly, a conflict of water sharing within a country has also been serious issue particularly during drought and lean period resulting political conflicts and obstacles in construction of dams and reservoirs. Pakistan is country of 207 million populations, the sixth of the most populated country of the world has been facing transboundary water sharing conflict with India while within a country inter provinces mistrust over water distribution has created reservation over the construction of new water storages. Pakistan has two agreements which provide legal framework for water distribution and management. Indus Water Treaty is an international agreement signed in 1960 between India and Pakistan and other is national agreement amongst the provinces called Indus water accord signed in 1991 by province. Despite several reservations and hostile territorial conflicts between India and Pakistan the Indus water treaty has been successfully functioning in managing water distribution of Indus River and its eastern tributaries originate from Indian occupied Kashmir. Similarly, Indus water accord 1991 provides a mechanism to resolve water sharing conflicts amongst provinces.
This study aimed at exploring teachers' perceptions of the actual and preferred leadership approaches of their principals in government and private schools in Karachi' Pakistan. The second aim was to compare whether teachers in government schools perceive leadership approaches (Actual and Preferred) of principals differently from teachers in Private schools or not. A survey tool Principal Leadership Approach Questionnaire (PLAQ) - developed by Pashiardis (1998), was adapted for this study. Questionnaires were sent to 450 teachers, randomly selected from government and private schools of three towns of Karachi. This sample teachers were asked to rate actual (PLAQ-A) and preferred (PLAQ-P) leadership approaches. Of 450 teachers, 333 completed the survey, providing a return rate of 74%. The results showed that the teachers perceived existing leadership approaches of principals as less democratic and less instructional than what they aspire for. The patterns remained consistent across systems of schools. However, the existing leadership approaches are perceived as more democratic in private schools than in their government counterparts. Further analysis revealed that teachers regardless of systems of schools perceived their principals as more efficient in the area of administration and fiscal management'. The government teachers wanted their headteachers to improve their leadership practices in the area of personnel management' and school leadership and management'. The private teachers wanted their principals to play a more active role in professional development in-service' and relations with parents and the community.' The study provides insight into an under-research area of teachers' perception about leadership approaches of principal in a developing country by using PLAQ, a questionnaire adapted for Pakistan as part of the current research. The results might prove useful to further the understanding of leadership and management practices in the context of the professional development of principals. The study also provides a foundation for further research and adds a measurement tool to the leadership and management literature.