قیام امن کے لیے عہد رسالت ﷺکے مثالی اقدمات

A peaceful society is necessary for the development of any country and nation. Peace means rest of mind and satisfaction. Peace means to create such type of environment where each and every person can perform his or her daily functions of life without any fear and threat. To establish a peaceful society, two types of steps are required to be taken: Ideological Steps; Practical Steps The sayings, the personal character and the practical steps of fraternity and love of picture perfect a are (صلى الله عليه وسلم) Peace of Prophet the in society. The Prophet (ﷺ), through his teachings and actions, spread the sense of human rights and respect for the humanity. He taught to observe equality in law and justice. He united various nations through Mīthāq al-Madīnah. He signed contracts of peace with other nations, too. The Treaty of Ḥudaybiyah is a brilliant example of how to end war and terrorism and to initiate peace to the utmost possible extent. In the end of this discourse, it has been proved with arguments and references from history that al-Jihād al-Islāmī was used as a last resort to eradicate mischief and persecution to create peace in the land.

Effects of the Leadership Style of Principals of Efficacy of Teachers and Student Achievement

The present study aimed in finding out leadership style of school principals, and the relationship of leadership style flexibility and effectiveness with collective teacher efficacy and student achievement. It also focused on finding out the differences, if any, between leadership style flexibility and leadership style effectiveness of male and female principals, and the differences between collective efficacies of teachers working under principals with different leadership styles. The difference in achievements of students studying under principals following different leadership styles was also examined. In total 19 null hypotheses were formulated. The population comprised Army Public Schools and Colleges located in all the eleven regions throughout Pakistan. The sample taken was a population sample. Data regarding school principals’ leadership style, style flexibility and style effectiveness were obtained through the instruments of Leader Behavior Analysis (LBA-II Self and LBA-II Other). Data regarding collective teacher efficacy were obtained using Collective Efficacy Scale (CE-Scale) and the data on student achievement grade were obtained through results of students who appeared in the SSC annual examination conducted by Federal Board of Intermediate & Secondary Education, Islamabad (FBI&SE) in the year 2008. Parametric statistical techniques including correlation, t-test and ANOVA were used to analyze the data. The key conclusions based on the descriptive and inferential statistical evidences of the study indicated that there was consistency between the perception of school principals and their teachers regarding the leadership style, style flexibility and style effectiveness of school principals. Participating was perceived as the primary leadership style of the majority of school principals; Selling was the secondary leadership style, while Delegating was perceived as the developing style. The school principals’ leadership style flexibility and effectiveness were inversely related with each other as well as with collective teacher efficacy. It was concluded that school principals’ leadership style flexibility was inversely related student achievement. However, principals’ leadership style effectiveness and student achievement were positively related. Collective teacher efficacy and student achievement were positively related, thereby concluding that more collective teacher efficacy may result in higher student achievement. No difference was noted between collective efficacy of teachers working under principals with different leadership styles. There was no difference observed between achievement scores of students who were studying under principals following different leadership styles.