This study investigated how a head teacher’s decisions were informed by her prior professional experiences in coping with the challenges in the initial years of headship in Government Secondary School in Pakistan. It is a qualitative case study of a newly promoted female head teacher with twenty-nine years of teaching experience, posted in the same school. Multiple data collection tools (interviews, observations, document analysis and field notes) were used to collect data about the inquiry. The study found that decision-making processes and professional experiences were co-related in teaching and learning, managing the staff, efficient and effective placement of the staff, strategic planning and development of the school, and resource management and accountability. Other factors, which influenced the head teacher’s decisions were: pressure from high management and the community, accountability, personal values and priorities, and relationships with stakeholders. The study recommended that policy makers provide support and professional development opportunities for novice and aspiring head teachers and has raised questions for further exploration.
Acquisition of knowledge is binding on all Muslims" (al-Sunan 1:81 §224). This Hadith, sayings or actions of the prophet Muhammad (MPBUH) 1 , indicates that there is no preference based on sex in getting access to education in Islam; however, there is a growing misconception among the people of other religions that Islam constrains Muslim girls from getting education. This paper reviews literature and two authentic sources of Islamic scriptures, which are the Holy Qura'an and the Ahadith to position the girls' education in purview of Islam. It further examines the possible reasons for conflicting interpretations of Islamic teachings. It concludes that Islam does not restrict girls from getting education. It recommends further systematic studies for exploring the reasons for the projection of distorted images of Islam.
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