Browsing by Author "Uzma Quraishi"

Now showing 1 - 10 of 10
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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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    Effect of direct teaching method on the academic achievement of high and low achievers in the subject of English at the secondary level
    (Journal of College Teaching & Learning, 2010-07) Uzma Quraishi; Ishtiaq Hussain; Nisar Hussain Hamdani, Syed; Zeeshan, Muhammad
    The major objective of the study was to determine the role of the direct teaching method in the academic achievement of students in English at the secondary level. To achieve the said objective, the Solomon Four-Design pre-test/post-test equivalent group design was considered to be the most useful design for this study. The pre-test was used to measure the achievement. The pre-test was used only to equate the control and experimental groups. Thus, the Solomon four-group design was applied for treatment of the data. The experimental group was taught by the direct method, while the control group was taught by the traditional method for a period of six weeks. At the end of the treatment, a post-test was administered and scores of pre-test and post-test were served as data for the study. Applying t-test and analysis of variance tested to know the significance of difference between the scores of groups at 0.05 levels. After analyzing the secured data it was concluded that the direct teaching method was more effective as a teaching-learning technique for English compared to the traditional teaching method. Students in the direct teaching method outscored the students working in the traditional learning situation. Low achievers in the direct teaching showed significant superiority over low achievers learning English by the traditional method. Thus, direct teaching was found to be a more effective method for quality teaching of English to the low achievers as compared to the traditional method of teaching. High achievers, whether they were taught English by the direct or traditional method, retained learned material at the same rate. Low achievers who were taught English by the direct method retained more material as compared to low achievers taught by traditional method of teaching.
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    Effect of leadership behavior of principals on students’ academic achievement at secondary level: a comparison of the leaders and teachers perceptions
    (Journal of Research and Reflections in Education, 2014) Tatlah, Ijaz Ahmad; Zafar Iqbal, Muhammad; Muhammad Amin; Uzma Quraishi
    This article reports a study aiming to investigate the affect of leadership behaviour of secondary school leaders on the academic achievement of the 10th grade students from public and private sector schools in Punjab, Pakistan. This study also explored if there was any difference in affect of leadership behaviour of principals as described by them and as described by the observers regarding students’ academic achievement. A survey was conducted using Leadership Practices Inventory Self and Observers (LPI- Self & LPI-Observers). These inventories were comprised of 30 items separately. LPI-Self was served over 64 secondary school leaders / principals and LPI-Observer was served over 128 secondary school teachers who were the observers of the prevailing practices. Students’ achievement score was taken from the annual examination results declared by the Board of Intermediate & Secondary Education. Regression Analysis was conducted to find out the effect of leadership behaviour and t statistics was applied to find out any difference between both of the perceptions. Moreover, there was effect of leadership behaviour of principals on students’ academic achievement but there was a significant difference between the view point of the leaders and observers regarding this affect. A significant contrast between the observations regarding the affect of leadership behaviour on students’ achievement as described by the principals themselves and as described by the observers was noted.
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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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    Gender-based faculty development model for higher education
    (Oxford Business & Economics Conference Program, 2008) Uzma Quraishi; Rukhsana Kalim
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    Leadership style of school head-teachers and their colleague’s work-family conflict
    (Academic Journals, 2010) Ijaz Ahmad Tatlah; Uzma Quraishi
    This paper aims to investigate the relationship of people-oriented and task-oriented leadership styles with the work-family and family-work conflicts and the intensity of mutual relationship between workfamily and family-work conflicts. Data for the research were collected through a survey of public sector elementary and secondary school teachers of Punjab in Pakistan. Factor analysis and Pearson's correlation were used to estimate the relationship of people-oriented and task-oriented leadership style with the work-family and family-work conflicts. The results show that the three underpinnings of relationship are positively related with each other. Significant relationship exists in the work-family and family-work conflict. People-oriented managers and principals are significantly more facilitators than task-oriented administrators at elementary and secondary school level. Leaders at higher levels of people orientation mediate the work-family conflicts between work commitment and family obligations. The research focuses on teachers at public school education sector; further research in other sectors may be necessary before generalization can be made on the entire service sector. In this study peopleoriented leadership style plays an important role in work family conflict. People-oriented managers tend to be more spurring than task-oriented. Although, there are studies on relationship work family and family work conflict but research on leadership roles in it is very limited. By contributing to the body of knowledge in this area, this research adds significant value. Moreover, the study presents valuable information on the leadership behaviour of teachers, which may be unfamiliar to many readers.
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    Linkage between leadership and reading : A theoretical review
    (Institute of Interdisciplinary Business Research, 2011) Ijaz Ahmad Tatlah; Uzma Quraishi; Shabir Ahmad
    This paper deals with reading and effective leadership. It highlights the fact that every reader is a potential leader. Effective leadership is therefore hinged on acquiring essential reading skills. The paper concludes by recommending ways individuals can enhance their reading skills and leadership skills are enhanced accordingly.
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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.
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    Stress and early careers: coping strategies of young women academics in pakistani universities
    (BERA Annual Conference, 2010) Uzma Quraishi; Ghazala Norin
    Currently educational reforms are taking place in Pakistan, specifically focusing on teacher education - Teacher Education Standards are developed - National Teacher Education Accreditation Council has also been established alongside other reforms to improve higher education in the country. Although educational policy is now also focusing on improving overall standard of teacher education in the country, the careers of young women academics is not highlighted as a focus. The research and scholarship on teacher education appears to ignore and overlook the experiences of young women academics which can provide and bring in unique dimensions for reform and improvement in teacher education institutions. Some recent research has indicated that young women academics face stress and anxiety primarily because of the authoritarian culture prevalent in teacher education institutions and find it difficult to deal with because of lack of understanding on part of university/institution leadership and policy makers. This body of research, is not primarily focused on young women academics and is not extensively focused on coping strategies. The researchers argue that in order to have ustainable reform to improve the quality of teacher education the early careers of women academics need to be facilitated and the experiences of young academics in their early careers can provide much needed insight into the practice and can identify areas for improvement and reform.
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    A survey study to find out the relationship between leadership styles and demographic characteristics of elementary and secondary school teachers
    (Academic Journals, 2010-11) Ijaz Ahmad Tatlah; Uzma Quraishi; Ishtiaq Hussain
    This article reports a study aiming to investigate the leadership styles of elementary and secondary school teachers’ in Public Sector schools in Lahore, Pakistan. The study also explored if there was any correlation between demographic characteristics of teachers and their leadership styles. A survey was conducted using Task-oriented and People-oriented T_P leadership styles questionnaire comprising 35 items administered on 150 respondents. Pearson correlation, t-test and ANOVA methods were used to analyze the data. Teachers` gender and monthly income were significantly correlated with the task oriented, participating and selling leadership style. While Age, Designation, of the teachers` were significantly correlated with the people oriented leadership, participating and delegating leadership styles. Experience of the teachers had significant correlation with participating and delegating leadership styles. Professional qualification was also significantly correlated with delegating leadership style of teachers.