Understanding the anti-Mughal Struggle of Khushal Khan Khattak

Khushal Khan Khattak, a seventeenth century Pakhtun writer, poet and swordsman, and his forefathers had served the Mughal for a long time. However, his fortune took a sudden twist when Mughal Emperor Aurangzeb imprisoned him in 1664, and kept him in solitary confinement at Ranthambore fort. After his release from prison, Khushal Khan was a different person. He remained no more a loyal Mughal official afterwards. Although, Aurangzeb Alamgir and a number of Mughal governors of Kabul tempted him several time to accept a position in the frontier areas but he out-rightly declined. This transformation is clearly visible in his poetry. He took up arms against the Mughals in 1673 and declared a war against them despite the fact that some of his family members even his son had sided with the Mughals. He continued his anti-Mughal struggle till his death in 1689. Some of the critics look at the antiMughal role of Khushal Khan with suspicion and have raised a few queries in this connection. This study looks into the circumstances that saw transformation in his outlook towards the Mughals. Then it explores, whether it was a personal vendetta or the start of a collective anti-Mughal Pakhtun struggle. The article looks into various dimensions, nature and direction of his struggle. This research paper is an attempt to evaluate objectively as to why and how Khushal Khan joined the anti-Mughal camp in the borderland area. Some more related questions are also discussed in details in this article.

A Study of Job Satisfaction Factors As Perceived by Teachers and Head Teachers at Secondary Level in a Selected District of Sindh

The present study attempted to analyze government secondary school teachers’ level of job satisfaction and role of head teachers in addressing issues relating to teachers’ motivation. In order to pursue the objectives of the study, the following research questions were framed. 1. What is the level of government secondary school teachers’ job satisfaction in district Naushahro Feroze? 2. How do head teachers ensure teachers job satisfaction and motivation in government secondary schools? 3. Is there any significant difference in facets of job satisfaction among male and female secondary school teachers? 4. What factors lead towards satisfaction/dissatisfaction among secondary school teachers? 5. What correlation exists between facets of job satisfaction and the overall job satisfaction of secondary school teachers? Mixed method paradigm was used for the conduct of this study. Quantitative data was collected through administration of questionnaire and qualitative data was collected through conduct of interview. The population of this study comprised government secondary school teachers, Head Teachers (HTs) and a representative from the District Education Office. There are 88 government secondary and higher secondary schools in District Naushehro Feroz. For the present study, 30 schools, 30 Head teachers and 342 secondary school teachers were selected. Data collection instruments included ‘Teachers’ Job Satisfaction Survey (JSS)’, ‘Head Teachers’ Informal Interview Schedule’ and ‘Group Discussion (GD) Schedule’. The reliability of the JSS total scale had a Cronbach’s Alpha Coefficient of 0.87. Quantitative data were analyzed in SPSS and HTs interviews and Group discussions were analyzed using Thematic Analysis approach Analysis of data revealed that: teachers were satisfied with their monthly salary, fringe benefits and administrative support provided to them in discharging their responsibilities as teachers. Regarding the facets of policy, the overall mean score suggested that teachers are moderately satisfied with school policies, school goals and the performance of the school management committee (SMCs). On the facet of working environment, teachers’ views can be Classified into two categories. Firstly, Teachers are satisfied and believe that their job is safe, the workload was appropriate, the communication system was well-organized, and teaching provided those opportunities for effective use of professional skills. They seemed less satisfied with the availability of teaching materials and believed that there was an absence of collaborative culture in the schools. Secondly, the data also suggested that teachers were dissatisfied with opportunities for promotion and professional development. The opportunities for professional growth have been limited and not focused on the professional needs of teachers. Overall, teachers expressed dissatisfaction with the following problems. 1) Shortage of physical and academic facilities in secondary schools. 2) Political interference in teachers’ transfers and posting. 3) Nonexistent or insufficient teaching resources. 4) Lack of adequate support of the head teachers. 5) Lack of opportunities for professional development. It is argued that teachers particularly at secondary school level are not motivated to work with zeal and zest. This phenomena is interpreted that they are not satisfied with their jobs. Therefore, this study was undertaken to find out the reasons for satisfaction and dissatisfaction of the teachers. The study has made several recommendations. The teacher may be involved in the decision-making process. Process of promotion may be expedited. Instructional and reading materials and books may also be made available in the library. The teachers and head teachers consider these facilities as pre-requisite for professional satisfaction and effectiveness of the teachers. There should be no political interference in the appointment, transfer and promotion of teachers. It should be purely on a merit basis. Government should provide the physical facilities like drinking water, toilets and necessary equipment in the laboratories. Further, to enhance the morale and effectiveness of teacher’s job satisfaction, programs of professional development may also be arranged positively on a continuous basis.