The Incident of September 11 (2001) & its Socio Political Implications on Pakistan

Abstract The paper identifies major changes in educational policies in Pakistan after the incident of September 11. It hoards the facts on the attack of September 11(2001) that had no direct link with Pakistan, but has changed the spectrum of regional policies and shifted the traditional way of learning with west-led agenda on the name of international standards. The study indicates major changes and shifts in the education policies and national curriculum as well as amendments in legal framework and laws including 18th Constitutional Amendment of 2010 and Article-25A of the Constitution of Pakistan. The struggle for uniform education system by various political and military governments throughout the history of Pakistan since independence is also scooped and a comprehensive view is provided on major policy changes and its impacts on education system in Pakistan. The research is based on analysis of primary and secondary sources of information. It is a mix of qualitative and quantitative research methods. Pakistan as a State still is in the list of developing countries and struggling with internal and external problems and their effects caused hurdles in the process of development and reforms in various sectors including education. Security remained one of the major subjects of focus for Pakistan for last many decades along with other administrative matters. The matters including economy, infrastructure development and strengthen democratic system in with democratic or dictator led governments whichever was the case of administration continued tackling with security and terrorism within the state as a top priority issue since 9/11. Pakistan’s investment on education sector remained poor in which resulted lagging behind of the country in all major development indicators. Education remained the core subject that bough up revolution in 21st century and hence has acquired greater importance around the world. After 18th Amendment, the duty of satisfactory spending on education consequently dwells with each province to have the capacity to satisfy Pakistan's national and international duties regarding education. The research encompassed efforts of Pakistan’s administration during various eras on national and international level to meet requirements of international standard education policies.

Impact of Transformational Leadership Styles of Principals on Job Satisfaction of Secondary School Teachers

Much of the fresh literatures on effective schools have been emotionally connected to the leadership role of the school principals and teachers’ job satisfaction to the achievement of organizational outcomes. Transformational leadership theory has pitched these relations in a new perspective where supporters have claimed that transformational leaders are more able to satisfy their followers to achieve their organizational objectives compared to other styles of leadership. This study was aimed to determine the impact of transformational leadership styles of principals on job satisfaction of secondary schools teachers. The major objectives of the study were: (1) to investigate the level of transformational leadership styles of principals; (2) to identify the level of job satisfaction among secondary schools teachers and (3) to examine the relationship between transformational leadership styles of principals and job satisfaction of secondary schools teachers. To achieve the objectives, the hypotheses were tested. This study was delimited to secondary schools teachers of government male high and higher secondary schools in Khyber Pakhtunkhwa, Pakistan and all government teachers enrolled in different programs at Northern University, Nowshera. It was descriptive co relational study and survey method was used for data collection. The population for the study was all secondary schools teachers of 1166 government male high and higher secondary schools and all government teachers enrolled in various programs of Northern University in KPK. Using a convenient sampling technique, a sample of 1050 teachers from 140 schools, 20 each of seven selected districts on the basis of cultural background, was taken as sample-I. Another sample of 100 government teachers enrolled in different programs from Northern University was taken as sample-II. Two instruments i.e. MLQ and JSS were used for the collection of data in this study. Data were collected through personal visits. Data were analyzed by applying mean, standard deviation, ttest and Pearson’s correlation. The findings of the study were that principals of male high and higher secondary schools showed higher level of transformational leadership styles. The level of job satisfaction of secondary school teachers was found at a moderate level. Both the samples showed a positive and significant relationship between transformational leadership styles of principals and job satisfaction of secondary school teachers. The findings revealed no major differences in the results of collected data from two different environments and locations.