Browsing by Author "Farah Rahman"

Now showing 1 - 3 of 3
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    Authentic leadership for democracy in schools
    (Academic Leadership, 2010) Uzma Quraishi; Farah Rahman; Abiodullah, Muhammad
    The main underlying value of authentic leadership is self awareness along with honesty, truthfulness, loyalty, transparency and integrity. These values define the main characteristics of authentic leadership, which this paper argues are the important values of democratic education also. Leadership is an art of inspiring or influencing followers in order to achieve organization’s goals. In any organization, there is always a need for strong leadership (Daft, 1999). It is well established in literature that the success of an educational institution depends on the effectiveness of leadership (Huber, 2004). In the late 20th century, various researches have appeared regarding leadership styles like transactional and transformational, charismatic, visionary and inspirational
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    Faculty satisfaction in higher education: a TQM approach
    (Clute Institute, 2010-06) Uzma Quraishi; Ishtiaq Hussain; Makhdoom Ali Syed; Farah Rahman
    This paper was aimed to investigate the levels of satisfaction among faculty members in higher education in Pakistan. Five hundred faculty members were surveyed from leading public and private universities through an instrument developed by the authors and 450 were completed and returned. Percentage method was used to analyze and interpret data. The results highlighted the value of the survey as a strategy for management and human resource planning in universities.
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    Political education for democracy in schools
    (Gomal University Journal of Research, 2009) Uzma Quraishi; Farah Rahman
    This paper argues for democratic education for countries faced with conflict and political instability. Political education is an essential component of democratic education. The paper develops a conceptual framework for the effectiveness of such education in a country like Pakistan where is there is a dire need to improve educational content and experience to promote democratic mindset. Harber’s (1991) distinction of political education, political socialisation and political indoctrination has been used to develop the framework.