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آنکھ میں اک نمی سی رہتی ہے

ٓنکھ میں اک نمی سی رہتی ہے
زندگی میں کمی سی رہتی ہے

دل کے ظلمت کدے میں دیکھو تو
یاد کی روشنی سی رہتی ہے

جانے ہے کس کا انتظار مجھے
جانے کیوں تشنگی سی رہتی ہے

ہو گئے برف ہیں سبھی آنسو
سو نظر اب جمی سی رہتی ہے

خلوتِ دل کے ان دریچوں میں
اک صدا سرگمی سی رہتی ہے

میں ہوں سچ گو سو اس لیے میری
شہر میں دشمنی سی رہتی ہے

وہ جو کہتا ہے ختم ہو رشتہ
اس پہ افسردگی سی رہتی ہے

زندگی سے ہیں کچھ گلے شکوے
خود سے بھی برہمی سی رہتی ہے

تم مرے پاس جب نہیں ہوتے
زندگی یہ تھمی سی رہتی ہے

معرفت طبقات رجال کا تحقیقی جائزہ

According to the traditionists, a Hadith can only be considered reliable when its Sanad offers an unbroken series of credible and veracious authorities till the Prophet Muhammad (S.A.W.). The critical investigation of the Sanad had caused the Muslim Scholars to make thorough research. They endeavored not only to ascertain the names and circumstances of the narrators in order to investigate where and when they lived and which of them had been personally acquainted with the other, but also to test their reliability, truthfulness and accuracy in transmitting the texts, to make certain which of them were reliable. Special works are also devoted to this subject among them many of the so-called Tabqāt works (that is biographies arranged in Islam & Muslims of various scholars). This article develops the concepts and tools for the systematic study of the mechanics of survival for medieval Islamic books. These concepts and tools are then applied to studying the history of the earliest extant biographical dictionary of the Islamic tradition.

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.
Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

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