Islamic Crash Course as a Leadership Strategy of School Principals in Strengthening School Organizational Culture

This study aimed to describe nyantri (Islamic crash course) program as a leadership strategy adopted by school principals in strengthening the school organizational culture. This study used a qualitative approach via theoretical phenomenology orientation and a multicase design. The data collection was done through observation, documentation, and in-depth interviews. The validity of the data was measured by data reduction, data presentation, and conclusion. The results of this study found three models of Islamic crash course performed: tashih, that is, Al-Qur’an reading competence, taushiyah (Islamic lecture) of leadership values, and apprenticeship for the application of a santri’s (Islamic crash course student) character values. The benefits for the teachers are the preservation of their Al-Qur’an reading competence and the improved intensity of the leadership and application of Islamic values, which form the school organizational culture. An integration of values rooted from the three models into the institutional vision could strengthen the school organizational culture to improve school achievement.

Introduction
Studies on leadership that vary in contexts and cultures concluded that the values of honesty, integrity, truth, and emotional and personal depth in all organizational personnel are the main factors in the success of leadership practice in an organization (Brown & Militello, 2016;Walker & Hallinger, 2015;Walker & Qian, 2015). The official forms of integrity and truth values vary in contexts and cultures given by all organizational resources and are the facts that need to be striven for (Helga, 2014;Juharyanto, 2012). The authentication of such values empowers spiritual motivation in an organization and significantly affects the independence of the human resources who work for such organization, which will strengthen the organizational achievement mutually and correctly (Sariakin & Anwar, 2010;Zhu & Engels, 2013).
Furthermore, Sariakin and Anwar (2010) stated that, basically, leadership starts from the integrity of intellect, feelings, thoughts, and spirits of the individuals who lead and is subsequently channeled to other resources of the organization through meaningful interactions. Such meaningful interactions are "strong stimuli" to the realization of leadership awareness of the organizational resources in providing a total contribution heading to effective leadership in any place and era.
The leaders are expected to realize that they don't only work together but are also dynamic human resources with a similar future goal, and they need to develop opportunities for reaching the goals of the organization as their learning community (Bhindi & Duignan, 1997;Juharyanto, 2012Juharyanto, , 2014. Thus, effective leadership only happens when ethics and leadership values become the main principles of a leader in applying their leadership (Fairholm & Gronau, 2015;Kalman & Arslan, 2016;Murphy, 2015).
The success of effective leadership, basically, is definitely determined by the acceptance of leadership values by the school team; the team believes in the truth and struggles to create a high-quality school (Eliyana & Ratmawati, 2013;Lumby, 2012). The principal leadership concerns not only about which values are received, believed in, mastered, and become the principal's commitment but also that the truth should be tightly maintained by all school teams. Therefore, 799849S GOXXX10.1177/2158244018799849SAGE OpenArifin et al.

research-article20182018
1 Universitas Negeri Malang, Indonesia that effective leadership does not merely attach to the principal as the central figure in the educational institution (Sun, 2012;Your & Culture, 2015). Next, external components such as student guardian and society also contribute to the success of the school comprehensively. The indicator of the success of effective leadership appears in the whole interpretation of school programs conducted effectively and efficiently through high support from all teams.
The leadership values finally inspire the development of a strong school culture that becomes the powerful foundation for the school system (Liljenberg, 2014). When leadership is successfully integrated into the school culture and strengthens the school system, the school will be successful without any failure, especially the failure of certain succession (the change of principal). Practically, this case happens due to the strength of the school system starting from good leadership values that grow up the quality of school programs in many aspects (Fishman, 2009).
In the context of leadership, the difference in educational management in the world that is generally managed by the government and people is the implementation of leadership values. Interestingly, Indonesia as one of the countries with the highest number of citizens in the world has an educational system management which is different from other countries, that is, educational management by government and people, namely, Islamic-based educational system (madrasah). Based on the current data, Indonesia has 83,346 Islamic-based schools, with the number of students being 12,470,599 at Islamic early childhood education or Raudhatul Athfal (RA) (Source: General Directorate of Islamic Education of the Ministry of Religion of RI of 2017). The high number of students in those Islamic schools has the opportunity and challenge to improve the quality of education in Indonesia. Meanwhile, the Islamic school, especially "private Islamic School," tends to be lacking in terms of leadership, organizational culture, and the educational system. Therefore, the study of the right strategy development in strengthening the leadership is one of the essential aspects offered in this research. Theoretically, this case is crucial because strengthening the leadership value of the principal greatly influences the educational system and high-quality teaching (Choiri & Fitriani, 2011;Musyaddad, 2013;Roesminingsih, 2014).
Strengthening the principal's leadership is essential because it determines the good organizational culture of a school. Some current research shows that the principal's leadership significantly contributes to the quality of school culture and achievement (Bendikson, 2012;Mitchell & Sackney, 2016;Murphy & Torre, 2015). Theoretically, there are some determining factors of organizational culture; one is the quality of school principal as the symbol of the organization (Bush & Middlewood, 2005). In the context of Islamic-based education, the principal has the authority not only structurally but also culturally. Structurally, the principal is hired through the formal procedure that is not always socially recognized by the school team. On the contrary, as a cultural leader, a principal is considered as a competent person due to his or her leadership symbol power that is believed to facilitate the strengthening of the ideas of the school system as an organization (Ng, 2013). In another side, from the various phenomena in some Islamic schools, it can be known that the weak organizational culture of the school is caused by the weak leadership of the principal as the cultural symbol. In other words, the quality of the school organizational culture is greatly determined by the quality of the principal who has high leadership and can apply the leadership values in the school organization (Boyatzis & McKee, 2010;Juharyanto, 2017). Generally, another problem that frequently occurs in the Islamic school leadership is the low value of leadership as a result of certain figures dominating so that the regeneration of the principal weakens (Mcculla & Degenhardt, 2016). Interestingly, the low value of leadership of the Islamic school principal can be practically enhanced through the process of synergy with Islamic boarding school (Choiri & Fitriani, 2011;Kriger & Seng, 2005). One of the strategies that can be executed is Islamic crash course in the Islamic boarding school. Theoretically, this strategy can improve the quality of leadership in Islamic schools. Research reports related to the enhancement of the quality of Islamic school leadership and culture through the strategy of Islamic crash course have not been found, and thus, it is important to conduct this study. Hence, in this article, we study the strategy to improve the quality, model, leadership value, and relationship with Islamic school organization.

Literature Review
The main background of this research was a relatively similar phenomenon that happened in the location where this study was conducted, namely, weak leadership quality of school principals in managing their institutional organizations. Such phenomenon was caused by, among others, an unplanned succession of leadership resulting from the sudden demise of the previous school principal. Therefore, the status or existence of the new school principal could not be immediately accepted because he was previously a teacher, so he was regarded as having the same ability level as other teachers and as not ready for his new position. Such conditions create a nonconducive school atmosphere and tend to decrease the community trust and school performance. Effective leadership is a key requirement for the creation of a conducive school culture in strengthening the school system that tends to fade and be more difficult to control. School is on the verge of collapse (Ali & Ngang, 2011;Eric, Steven, & Boberg, 2016).
The definition of an effective leadership practice strongly depends on several things, such as, among others, organization reinforcement, an involvement of all organizational elements, awards, an ability to identify the organizational characteristics and the organizational environment, an ability to be a role model, and an ability to formulate, spread, and initiate the organizational visions (Chan, 2013). Eventually, the concept of leadership should be given meaning in a wider, more meaningful and relevant context with the real life as well as the trends. In the context of community trend, leadership is more likely to be directed to the strategies taken by an organization leader in his or her efforts of maximizing the values of culture, context, uniqueness, and individual tendency in an organization, as well as his or her efforts in identifying, analyzing, adapting, and innovating all interventions of global trends innovatively and creatively, which is based on the adopted values. Therefore, it could result in perfect agreement on how an organization could naturally yet dynamically flow in a meaningful way and motivate every entity in the organization most effectively and efficiently. An organization strongly depends on strong leadership in undergoing everyday life with unpredictable changes. Many research works found out that numerous strong organizations failed due to weak organizational leadership (Cross, Ernst, & Pasmore, 2013).
Dynamically, a strong organization is a process of a compatible and systematic cooperation among people in a formal and hierarchical bond and acts in accordance with the agreed provisions to achieve the goals that are effectively and efficiently stipulated (Bertocci, 2009;Lumby, 2012;Zhu & Engels, 2013). As a culture, an organization is a system of meanings that is mutually followed by its members as a relatively new phenomenon (Robbins, 1989). Culture is an invisible strength behind the apparent things. It is a social energy that guides people's behaviors (Peterson, 2013;Singh, 2014). Therefore, it is an individual "character" that unites, provides meanings, directions, and mobilization, and affects the thoughts, feelings, and actions of organizational members (Duchon & Plowman, 2005;Sampson, Ifenthaler, Spector, & Isaias, 2014;Storey, 2011) as it is a "spirit and core." Without cultures, an organization will tend to be incomplete and unable to survive (Fry & Cohen, 2009;Mitchell & Sackney, 2016). Culture also acts as an instrument that functions as an adaptive and regulative mechanism (Georgiades, 2015;Parameshwar, 2005).
Culture has a clear implication for improvement of performance quality of the school community (Sergiovanni & Green, 2015). Culture causes positive impacts not only on the students but also on the staff of such institutions (Jerald, 2006). Culture is like a spirit for life (Hinde, 2004) that affects one's thoughts, feelings, and actions, even every aspect of the school (Recepoglu, 2013). Still in this context, Kaplan and Owings (2013) also pointed out that "if the culture changes everything changes." The research findings of Peters and Waterman (2004) also concluded that any organizational change and effect highly depend on the culture of the organization.
According to Glover et al., the test score is not the primary indicator of a school's success, but it is the ability to provide happiness, learning challenges, and satisfaction for its students (Glover & Law, 2002). Such model focuses on the concept of school culture, in which school effectiveness depends more on the creation of a "community of learners" at schools. Highly centralistic management of education (Higham & Earley, 2013;Jeong, Lee, & Cho, 2017) requires a school to be "subjected to the official values permitted" by the current authority. As a consequence, the school will be passive and unable to provide sufficient services.
The results of studies and research on school principals show that a school principal is a key person (Schildkamp, Lai, & Earl, 2011) who should act as the center of excellence to improve the school resources (Boylan, 2016). The findings of some research on leadership have proven that a school principal leadership could enhance the performance of the teacher (Vermeulen, Van Acker, Kreijns, & van Buuren, 2015) and result in a high learning climate (Silins, Mulford, & Zarins, 2002). The research conducted by Arifin (2010) found out that an effective leadership of a school principal could be a contributing factor to school achievements. In his subsequent research, Arifin (2012) discovered that educational leadership is a successful centralized educational innovation in young learners' institutions.
Dineen and Sutermeister presented the results of their study by stating that there are some determining factors in workforce productivity (including teacher productivity in educational institutions), including, among the other 33 factors, leadership climate, leadership type, and a leader (Arifin, 2010). Hence, school principal becomes the main determinant of the promotion of educational and teaching qualities of a school (Arifin, 2012;Lee, 2015;Orphanos & Orr, 2013). As a professional official in school organization, a school principal is responsible for managing and cooperating with all school resources in achieving the educational goals and in knowing all the school's needs in accordance with particular requirements, criteria, and spirits of the Regulations of Ministry of National Education No. 13, Year 2007. The Indonesian government sets out five required competencies of a school principal, namely, personal, managerial, entrepreneurship, supervisory, and social competencies (Kementerian Pendidikan Nasional, 2007). Such competencies are often abused in the ambiguity of political implementation, which is based on vested interest that frequently hinders the professional role of the school principal in improving national teacher and educational qualities (Ololube, 2007) as the existence of a school goes hand in hand with political terminology (Cherian & Daniel, 2008).
Every leader should realize that the values of his or her strategy should be able to be well defined, especially in terms of ambiguous politics deeply interfering with the school organization. The formulation of a leadership strategy is directed to the way of implementing all organizational agreements toward changes by maximizing all of the organizational potentials. Without a proper leadership strategy and the best and bold behaviors and actions, the human resources in an organization will never be aware of their potentials in supporting the exploration and implementation of the organizational values. In such contexts, a leadership strategy is a way of changing a leader's perspective with the aim to create and develop relevant leadership abilities in an organization following the demand of unpredictable changes (Cross et al., 2013). The school principal is a core figure and has a central role in an educational institution because he or she has to be directly involved in determining the school educational program (Arifin, 2012). A school principal should develop good relationships with teachers and staff, and he or she should be able to move every person to create deep self-awareness for reaching the educational goals mutually. A school principal should have the essence of leadership, that is, to be able to perform his or her tasks. In applying his or her leadership strategy, a school principal should consider several things, such as knowing the quantity and quality of the human resources in the organization, having the competence to create effective and efficient organizational cultures, applying collective leadership, and being actively involved in the initiated and implemented leadership culture (Cross et al., 2013).
Specifically, there are nine effective leadership strategies that could be applied in organizations: (a) expand involvement and influence outcome, (b) explore possibilities outcome, (c) select and align the leadership team outcome, (d) explain the business case for change outcome: compelling case for change, (e) envision the future outcome: inspiring vision, (f) experiment and ensure alignment outcome: collaborative effort and infrastructure, (g) enable and encourage outcome: new skills and commitment, (h) execute and endorse outcome: accountability and early results, and (i) embed and extend outcome: reach and sustainable results (Zigarmi & Hoekstra, 2008).
A success of an institution or organization depends not only on the role of its leader but also on other contributing factors, such as advisors, patrons, auxiliary staff and teachers, and even an external support that is capable of distributing leadership values to some internal sources of the organization. Therefore, the reinforcement of school organizational culture should be done through the enforcement of school leadership by utilizing various strategies, namely, direct and indirect strategies, which are referred to by some experts as direct and indirect effects of the strategies (Eric et al., 2016;Kaparou & Bush, 2016;Orphanos & Orr, 2013). Direct leadership strategy is a leadership strategy that is implemented directly by the leader himself or herself and has a direct impact on the development of the school organization. Meanwhile, the indirect leadership strategy is a leadership strategy implemented by a school principal by using the service of third resources on the internal and all involved resources, and it has a direct effect on both direct and indirect school organizational development. The two leadership strategies have been a routine and main agendas in several elementary schools/madrasah Ibtidaiyah/Islamic elementary schools in East Java.

Research Method
This research aimed to reveal and describe the "Islamic crash course" strategy in enforcing leadership values taken as an effort to develop cultures of educational organizations, which was implemented by the heads of madrasah Ibtidaiyah/ Islamic elementary schools in Indonesia.
Initially, the idea of this research came from various information collected from the education and schooling managers in Indonesia who worry about the decrease in the quality of educational providence due to low-quality leadership, especially which is in accordance with their position as a principal newly hired by the government or the builder foundation. Becoming a principal is not their expectation. Becoming a principal with leadership task in the new or old school (because they work in the school since they were hired as a teacher) is a frightening challenge. The diverse information or more thorough investigation of the information using various approaches and personal sources as well as the relevant literature becomes the starting point of the study. The new principals who participated in the program "One Year Super Camp" Batches I to IV in Batu City, East Java, were the initial sources to deeply examine the issues of a principal's failure in implementing his or her leadership.
Besides, the forum group discussion (FGD) held by UNICEF and the Ministry of Education and Culture of Indonesia in some areas in Indonesia has opened the researcher's sight by uncovering varied phenomena, issues, and problems of educational field related to the implementation of effective leadership of principal, especially in the context of local wisdom of each school under the policy of school-based management. Based on the results of FGD, it is found that the principals are not ready to implement the new educational policy due to the uncertainty of the government policy. Furthermore, it is also caused by the trend of dynamical globalization around the world that needs to be adopted by the local wisdom to support the implementation of the principal leadership value in strengthening the school organization culture. Based on various strategies, it is found that there is one interested strategy which is effective in strengthening the implementation of leadership value, school system, and school organization culture. The strategy is Islamic crash course that is carried out in some schools in Indonesia, especially the Islamic-based schools.
This research was conducted in the real and natural context based on the phenomena of the cause of school failure but successfully moved up after implementing many kinds of strategies, especially Islamic crash course in great and famous Islamic boarding schools such as Salafiyah Syafi'ieyah, Walisongo Panji, Nurul Burhan, Nurul Jadid, Sidogiri, Pesantren Ilmu Al-Qur'an, and Nurul Kholil. All those schools are located in Indonesia. The data of this research were divided into two categories, namely, primary and secondary data. The primary data are related to the problems faced by the school, strategy, model, and leadership values developed in every model. Meanwhile, the secondary data are related to the general and special issues encountered by the principal generally in other institutions through FGD and One Year Super Camp Program (OYSCP) as well as the problems undergone by the principal as the subject of this research.
The secondary data were collected from any informant such as principals, teachers, educational officers, the foundation committee as the direct supervisor of each school, school committee, Islamic boarding school committee, advisory board, and original students of 300 who were distributed in many places in Indonesia (Triwiyanto & Juharyanto, 2017). Meanwhile, the primary data were collected from 68 informants consisting of three principals, 78 teachers and educational officers, and 18 foundation committees from three schools. To obtain comprehensive data, the frequency of the researchers' attendance and involvement in leadership and managerial activities becomes highly important. This research was implemented using a phenomenological qualitative approach with the multicase design. The researchers attempted to involve in all processes in FGD, OYSCP, and the events or programs undertaken by three schools as the research subjects. The involvement is combined with various techniques of collecting information, namely, interview of specific things related to three main research questions, documents, or the interaction among the teams in the three subject schools. Long and intensive involvement was required to find the natural phenomena attached to many events or activities in the three schools.
The data collection was performed through various methods, such as observation through participation, documentation, and in-depth interview. Following a validity test, the data were analyzed through data reduction, presentation, and conclusion. The validity of the data was tested based on its credibility, dependability, and confirmability. The credibility was measured through prolonging engagement, persistent observation, member check, triangulation, and peer debriefing technique. Dependability was carried out by auditing the data collecting process in the field, whereas the confirmability was undertaken for the research result product by observing the correlation among the data, information, and interpretation.

Islamic Crash Course as a Successful Leadership Strategy
The failure in employing various strategies of principal leadership is influenced by some factors such as the low quality of the leadership. The low quality can be caused by the low-quality leadership of the principal. The low-quality leadership might be influenced by the lack of trust of the team members internally and externally. One of the causes is the improper determination of the principal hired for accomplishing the leadership duty as part of the leadership succession. The inappropriate determination based on the decision of the top leader of an institution will fatally stop the organizational activities, especially for an institution whose existence is considered established or qualified. When the level of trusting the principal still decreases and the guidance by the school supervisor authority fails, the intervention of certain party should be taken into account. Involving other Islamic institutions through the cooperation with charismatic caretakers in any Islamic boarding schools is regarded as an accurate strategy to reduce the weakness of the principal leadership so that in a relatively short time the school culture will be getting better and the schooling system order will be getting powerful. This strategy is called "Islamic crash course." Islamic crash course is different from benchmarking. Islamic crash course is a learning activity to know, attach, ensure, and strengthen the leadership values of all team members in the organizational context. The aim is, as a struggling media, to hold an excellent quality of education based on the local wisdom with the help of leaders or charismatic advisors in any Islamic boarding school where all advice are followed and obeyed easily by the school team. Islamic crash course is a direct learning facility to the practice of the leadership value by advisors, committees, teachers, and students in a homely environment without force from anyone. Islamic crash course is a strategy of holistic leadership value transformation (theoretical and practical) out of school organization, but the large educational institutions have successfully transformed such values to all teams in the Islamic boarding schools so that they can maintain the quality and develop it in a better way. The leadership strategy, Islamic crash course, that is being currently reinforced to strengthen the culture of (Islamic) educational institutions can be in the form of several activities, that is, activities of learning performed by santri (students) from the Kyai (Islamic leaders), tutors, and asaatidz (Islamic male teachers) in a boarding school called as pesantren. In this case, the santri are the school teachers committed to change their status as "teachers" into santri for learning purposes.
The teachers referred to in such activity were the people (Kyai, tutors, and Asaatidz) who are responsible for the learning success, both physically and spiritually. Thus, their capacity is not only as teachers (mu'allim) but also as educators (mu'addib), fighters (mujahid), and prayers (murobby), as well as excellent examples to follow (Uswatun Hasanah) for the students. Because the students who reside and learn in such boarding school are school teachers, they continuously show their commitment to learn and to exercise noble characters, both individual and social traits, either in the context of transcendental or horizontal relation. The Islamic crash course was conducted to provide an opportunity to the teachers to learn about leadership strategies applied by the Kyai to the asaatidz and students. The course was also implemented to internalize and educate the teachers and other educational human resources with the values of professionalism, which is aimed to strengthen the school organizational culture that should be performed by school principals (third parties) with the purpose of improving the quality of educational service at such school.
An Islamic crash course is an effective leadership strategy that could be implemented by a school principal in managing his or her educational organization. The Islamic crash course was proven to be successful in shaping the professional characters of teachers and other educational human resources through third party involvement, in this case, Pesantren (Islamic boarding school), Al-Qur'an science institute, and other Muslim fostering agencies. Eventually, such professional characters became an agreement to be strengthened inside the educational organizations. Such empowerment is regarded as a real effort of developing quality educational service. It is essential and compelling to study Islamic crash course as a leadership strategy, which was taken up by school principals.
Islamic crash course is implemented because the managers and heads of madrasah Ibtidaiyah/Islamic elementary school feel that there is a decline in leadership value of the asaatidz in the institutions. Such declining leadership value is caused by leadership succession to someone who is not a founder of the institution. Another reason is the alterations of senior asaatidz who are involved in the establishment of the institution. Such causes eventually result in several effects, such as a declining competency in Al-Qur'an recitation for asaatidz, a decreasing willingness to empower leadership values and organizational culture, and a decreasing awareness to enforce santri's (Islamic school students) character values that have been constructed and strengthened continuously.

Models of Islamic Crash Course
The Islamic crash course was implemented in the form of silaturahmi (visits) to several big Islamic boarding schools in East Java and surroundings. Such visits are done routinely and periodically in three models, which include tashih (empowering), the competency of Al-Qur'an recitation, taushiyah (internalization) of leadership values, and tadrib (internship/benchmarking) for applying the character values of Islamic school students.
Tashih or Al-Qur'an recitation competency is a recognition of Al-Qur'an reading competency in accordance with the standard and correct recitation (tartily and tajwidy). All asaatidz should be able to read Al-Qur'an under particular standards before they could teach the students. Such ability should be maintained and developed continuously through tashih and reading habituation in Islamic schools. The tashih program is routinely implemented on a monthly basis in Islamic boarding schools, Al-Qur'an science agencies, or the advisory institutions. Approximately 10 asaatidz participated in such program, alternatively every month. Taushiyah is a coaching activity performed by the head of a school via the managers of such school. The activity is purposed to affirm the spirit of mu'allim, mu'addib, murobby, and mujahid. Such spirit is expected to act as the culture of the organization that could strengthen the overall organization of the school. The 3-day activity is usually performed during every semester break or twice a year. Meanwhile, tadrib, as the internship activity, involves the asaatidz in a program that includes all members of an Islamic boarding school, including the tutors, managers, students, and even the parents who happen to spend the night while visiting their children. Such activity is integrated with the taushiyah program.

Leadership Values in Islamic Crash Course
Specifically, the strategic leadership values of Islamic crash course can be seen from the three applied models. The first model, that is, tashih or Al-Qur'an reading competency, consists of plural values, such as lifelong learning commitment, self-confidence (muhasabah), compliance and obedience of qur'ani rules that are tilawy and tajwidy, loving Al-Qur'an as a main source of all sources of science, becoming an example in learning, consistency in keeping and maintaining the level of Al-Qur'an competency, and humility to show respect to the teachers (Kyai), which become the main traditions that are continuously developed in Islamic schools. The second model is taushiyah, involving more complex values besides the values that are developed from the previous model. The second model emphasizes the enforcement of spiritual, personal, social, cognitive, and psychomotor values. The last model is tadrib, that is, the values that need to be explored and developed, such as simplicity, tawadu' (humility), ikhlas (letting go), independence, togetherness, equality, sacrifice, self-confidence, loving cleanliness and purity, and justified respect and responsibility.

Reinforcement of School Culture Through the Application of Islamic Crash Course Models
Specifically, the strategic leadership values of Islamic crash course can be seen from the three models applied in the course, and it is also proven to be able to reinforce school culture. The efforts of reinforcement are done continuously in many forms and media, which start from socialization that includes a presentation of visions and missions, internalization of values into the structures of school curriculum, visualization of values into the school environment, and habituation of values on all teachers, employees, students, and student parents, even the nearest external areas. Therefore, they can contribute to positive changes, either in internal or in external level. The success of a school/Islamic school in reaching its visions and missions is determined by its characteristics. The policy developed by each of the school/Islamic school was the result of awareness that the school is responsible for the positive development of all of its resources in accordance with their characteristics (Dill·& Beerkens, 2015).
The main sources of an organizational commitment that represent such moral values are the existence of the developed visions and missions. The visions and missions of a school as an organization become the core of other developed values. The character values obtained from the three models of Islamic crash course will subsequently become the foundation of the school visions and missions, which not only affects the school identity but also becomes the main purpose of every individual participating in the school organization. A similar and solid perspective, as well as consistency to reach the visions and missions developed in collegial and collaborative works, is one example of a leading school characteristic (Bezzina, 1995;Torrance & Humes, 2015). According to Wilson and Xue (2013), the development of transparency, the distribution of working climate, the grant of awards and punishment, and the individual behavior in an organization are highly affected by the visions and missions of the organization.
Hence, the culturalization of school visions and missions rooted from the strategic values of Islamic crash course is a requirement that needs to be empowered and institutionalized into the school system with the target of developing a high commitment to the obtained moral values on every component in the school system. A high moral quality, which is based on working dedication that root from honesty and sincerity, is a foundation of a strong organizational commitment (Ainscow et al., 2013).
Such aspect becomes the first and main focus of the three schools involved in this research. The values of such dedication-based effort are built not only in the students but also in the teachers' and employees' personalities in the organization, as well as the student parents. The application that synergizes with the developing moral commitment has made the three schools to be superior, not only in the religious aspect but also in the aspect of academic achievement. Therefore, the school attraction is consistently developed and in a stronger way. It is indicated by, among others, the increasing numbers of prospective students who register to the schools, the implementation of the selection for new students, and the development of positive opinions in the society about the three schools being observed in this research.

Conclusion
In general, it can be concluded from the findings of this research that the Islamic crash course strategy is an effort that involves a third party, in this case, an Islamic boarding school, which is capable of providing a solution to the issue of weak leadership of new Islamic school principals, especially in strengthening the organizational culture of the school. Several specific conclusions could be drawn from the results of the study. First, a school principal succession that is not carefully planned has a potential to inhibit the enforcement of future institutional programs. Second, leadership issues found inside an organization could be solved by the Islamic crash course strategy using tashih, taushiyah, and tadrib models. Third, the three models for developing leadership values will include (a) tashih model, which covers the values of committed learning, self-awareness, compliance, obedience tilawy and tajwidy, loving Al-Qur'an, becoming examples in learning, qur'ani consistency, humility, and showing respects for teachers; (b) taushiyah model, which covers the values of belief in the positive meaning of heart connection, optimism, and devotion; And (c) tadrib model, which covers the values of simplicity, tawadu', sincerity, independence, togetherness, equality, sacrifice, selfconfidence, loving cleanliness and purity, and equitable responsibilities. Such values are the main and positive values to be developed in the form of organizational culture, which strengthens a school's current achievement to obtain the higher achievement.
The strategy and model we found in this article might provide a functional basis for advancement in leadership, as well as contributing to how the organization develops the school leadership according to the local wisdom, primarily by asking the prominent and successful institution to help the weak leaders and team in maintaining and strengthening the organization. Islamic crash course can be a useful strategy for leadership, where the leaders and the team learn small things in a big institution, theoretically and practically by staying for some nights directly. It is a leadership transformation strategy, where leadership coaching and reinforcement are conducted indirectly through third-party assistance. A successful leader would arise from the awareness of their weaknesses, willingness to learn, strong commitment to change, and by building themselves to be a good model for others.

Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.


Research on the Strategies of Infiltrating Emotional Education in College English Teaching

Paying attention to emotional education can improve the quality and effectiveness of English teaching. In return, English teaching can help students develop positive, healthy and good emotions. Based on humanism theory, constructivism theory and emotional educational psychology theory, this paper analyzes the emotional factors affecting college English teaching, such as motivation, anxiety, interest, attitude and self-confidence, and puts forward strategies of the emotional education of college English: change teaching concepts; give full play to the emotional motivation in language learning; cultivate students' interest in learning; stimulate students' learning motivation; emotionally deal with teaching content; effectively develop emotional resources; learn to appreciate students and enhance students' self-confidence; establish diversified evaluation system; enhance students' self-confidence.

Introduction
Emotional education means that in the process of classroom teaching, teachers should create a harmonious teaching environment that is conducive to student learning, properly handle the relationship between emotion and cognition in the teaching process, give full play to the positive role of emotional factors, and enhance students' positive through emotional communication. The emotional experience, cultivate and develop students' rich emotions, stimulate students' curiosity and exploration spirit, and encourage students to form independent and complete personality and personality characteristics. Emotional education is both a kind of teaching model and teaching strategy. The goal of emotional education includes three aspects: one is to cultivate students' social feelings; the other is to improve students' self-regulation ability; and the third is to help students to positively relate themselves to the environment and the relationship generated emotional experience between them.
Emotional education, as the whole process of radiation teaching and the educational awareness and operation mode of each link, plays an extremely important role in the overall development of students' quality. Improving the quality and innovation mode is the eternal theme of the development of higher education. Throughout the years of college English teaching reform, it is still focused on cognition and neglect of emotions. Basically, from the perspective of teachers, it ignores the initiative and creativity of students, and does not pay attention to students. Emotional characteristics, students' emotional problems such as anxiety, fear, nervousness, suspicion and disgust, lack of effective solutions. Emotional attitude is an important factor affecting students' learning and development. Maintaining positive emotional attitude is the key to English learning. Guided by the basic theory, this paper uses the combination of empirical research and qualitative analysis to address the practical problems existing in college English teaching, and proposes the guiding plan and implementation countermeasures of infiltration emotional education in college English teaching to improve the quality of English teaching. on the following theoretical basis: (1) Humanistic theory. Emphasis on the human factors in the learning process, learners are the main body of learning, teaching activities should be student-centered, respect the personal experience of students, and create all conditions and opportunities to help students build positive emotions, making students' learning process more interesting. An important principle of humanistic theory is to attach importance to learners' wishes, emotions, needs and values. The learning process is not only a process of acquiring knowledge, skills and intellectual development, but also enabling students to explore emotions, correctly articulate values and attitudes, and develop maximum potential to achieve the best realm, so that the personality is improved and developed.
(2) Constructivism theory. The process of foreign language learning is also the process of emotional construction. Learners' interests, self-confidence and anxiety are constantly being constructed. Knowledge construction is accompanied by emotional construction, and emotional construction also affects knowledge construction. In the process of foreign language learning, cognition and emotion interact with each other, restrict each other, and are inseparable. Emotional development is only possible in the interaction between cognition and emotion. The ideal foreign language learning process should enable students to construct positive emotions, continuously stimulate learning interest, reduce foreign language learning anxiety, enhance self-confidence, and cultivate students' positive emotions in foreign language learning.
(3) Emotional educational psychology theory. In the teaching process, teachers and students not only transmit cognitive information, but also emotional information exchange. The emotional factors in teaching exist in teachers, students and textbooks. These three basic elements interact and communicate with each other to form dynamic emotional communication. Loops work together throughout the teaching process. The active role of the emotional persuasion function is conducive to the promotion of students' internalization of teaching requirements and content; the positive role of emotional coordination function is beneficial to improve the interpersonal relationship between students and students, teachers and students, and form a good interpersonal environment. .

Emotional Factor of Influence College English Teaching
Emotion itself is difficult to quantify, which determines that emotional education in college English teaching is an abstract, complex and implicit process, relying on the grasp of ambient emotions, college English curriculum emotions and students' emotional characteristics. The emotional factors are complex. This paper selects the following five emotional factors to analyze briefly: (1) Motivation. Motivation is the internal driving force that directly promotes individual activities. Individual activities, whether simple or complex, are regulated and dominated by motivation. Learning motivation generates learning desires, directs learning actions to certain goals, determines learning effort, and helps learn perseverance. English learning motivation is the desire and motivation of learners to learn English. It is divided into intrinsic motivation and extrinsic motivation. Intrinsic motivation is more important than extrinsic motivation. External motivation is an external factor that affects English learning, usually to obtain material rewards or avoid punishment; intrinsic motivation is to be interested in English learning, and to be satisfied and happy in the learning process. Intrinsic motivation is motivated when students are able to determine learning objectives, learning methods, and learning outcomes. If the student has an intrinsic motivation, learning itself is the reward. External motivation is associated with short-term success, and intrinsic motivation is associated with long-term success.
(2) Anxiety. Anxiety is a kind of inner uneasiness or unfounded fear that lacks obvious objective reasons. It is an emotional reaction that occurs when faced with challenges, difficulties or dangers. Anxiety is often associated with a danger or threat that is about to come, subjectively showing tension and discomfort. Anxiety is divided into promotion and obstruction according to its effects. The former motivates students to overcome difficulties, challenges learning tasks, strives to overcome anxiety, and is associated with students' competitive consciousness. It is a positive emotion and can improve learning outcomes under moderate anxiety. But excessive anxiety wastes Advances in Social Science, Education and Humanities Research, volume 264 energy for thinking and remembering, affecting learning or work. In college English teaching, students are worried about not knowing English, or have no confidence in the accurate use of English, fear of being ugly in front of teachers or classmates, and worry that the test will not pass, there will be varying degrees of anxiety, affecting normal understanding and expression.
(3) Interest. Interest is the psychological tendency of people to know something or engage in certain activities. It is based on the need to understand and explore the outside world. It is an important motivation to promote understanding of things and to explore the truth. Interest has long been formed by individuals in their lives, and It is occasionally motivated by certain things under certain circumstances. Interest is divided into direct interest and indirect interest. Direct interest refers to interest in the activity process. For example, students are interested in English learning itself; indirect interest refers to interest in the outcome of the activity process. For example, students are not interested in English learning itself. However, if you learn English well, you can graduate, go abroad or find a better job, which has an indirect interest. Direct interest and indirect interest can be transformed into each other, and indirect interest is transformed into more persistent direct interest, which is more in line with the needs for college English teaching .
(4) Attitude. Attitude is the stable psychological tendency of an individual to a specific subject, and it contains the subjective evaluation of the individual and the resulting behavioral tendencies. Attitude determines the potential motivation of behavior, can promote individuals to resolve psychological conflicts, increase tolerance to setbacks, and achieve desired goals. Students' attitudes toward learning include attitudes toward the curriculum, attitudes toward learning materials, and attitudes toward teachers and schools. Learning attitude is closely related to the learning effect. In the school situation, if other conditions are basically equal, students with good learning attitudes have relatively good academic performance. English learning attitude is the tendency to understand, emotion, emotion and behavior in English learning. If you have a positive attitude towards English learning, you will have more input, and you will actively think about the problem and improve your English. Teachers should try to change the negative learning attitude of students.
(5) Self-confidence. Self-confidence is a psychological state that reflects the ability to complete the trust level of an activity. It is a psychological state that actively expresses self-worth, self-respect and self-understanding. Self-confidence affects students' learning, competition, employment and achievement, and is of great significance to the healthy growth of students. Without self-confidence, even the best intelligence can hardly achieve the desired learning effect. In college English learning, students with strong self-confidence will take the initiative to practice language, take risks, be afraid of making mistakes, and progress quickly, leading to stronger self-confidence and a virtuous circle and positive chain reaction. On the contrary, if you do not have the confidence, do not dare to actively practice language, fear to make mistakes, and dare not take risks, you will lose many opportunities to communicate in English, and the learning effect is not satisfactory. Moreover, it will weaken confidence and produce greater negative feelings.

Application Strategies of Infiltrating Emotional Education in College English Teaching
Emotional education plays an important role in teaching. Focusing on emotional education can improve the quality and effectiveness of English teaching. In return, English teaching can help students develop positive and healthy emotions. In view of the problems existing in college English teaching, referring to the relevant literature, the strategies for penetrating emotional education in college English teaching proposed in this paper are as follows: (1) Change the concept of teaching and give full play to the emotional motivation in language learning. One of the important functions of human language is to promote interpersonal communication. To achieve interpersonal communication, it is inevitable to involve people's emotional attitudes. Emotional attitudes need to be expressed and transmitted through language to a large extent, to communicate emotions, to solve emotional problems, and to use language. Proper and rational use of language helps to communicate emotions, promote friendship and mutual understanding, and improve interpersonal relationships. Emotional attitudes are not only inextricably linked with language learning, but also affect language learning directly or indirectly in many aspects, and the impact on English learning is more obvious. Positive emotions, lively and cheerful personality, help students actively participate in language learning activities and gain more learning opportunities; strong motivation for learning, strong interest in learning, and the spirit of taking risks will help improve learning outcomes; The will and strong self-confidence help students overcome difficulties in language learning. On the contrary, many negative emotional attitudes affect the language learning process.
(2) Cultivate students' interest in learning and stimulate students' motivation for learning. "Interest is the best teacher", interest is one of the strong motivations of people's activities, can stimulate people's creative enthusiasm and curiosity. To arouse students' interest in learning, first of all, enrich the teaching content, provide students with knowledge, fun and authentic teaching content, so that students can understand more about the political, economic, cultural and local customs of English-speaking countries. Secondly, the English teaching methods are diversified. They pay attention to both language rules and language use. According to the teaching objects, teaching environment and teaching content, different teaching methods centered on students are used to increase the interest of the classroom and motivate the students. Learning motivation is the fundamental driving force of learning activities, which affects students' learning effect and enthusiasm. English teachers should try to improve the charm of English, so that students can clearly recognize the importance of learning English well and improve the temptation to learn English well, so that they can maintain a strong motivation to learn, and students will invest more. For English learners, English can be seen as a goal. The greater the value of the goal, the greater the incentive value given to the individual.
(3) Emotional processing of teaching content and effective development of emotional resources. Emotional and colorful teaching content can stimulate students' desire for inquiry and participation, enhance students' thinking level, improve students' memory and internalization efficiency, expand language input, and promote students' mental development. The emotional processing of the teaching content, the teacher from the emotional dimension of the processing content and processing, so that the teaching content in the process of presenting to students, play an active role in the emotional aspects. First, using emotion as the mean to skillfully organize teaching content, adjust students' mentality, and mobilize the unique functions of emotional factors; second, use emotion as the goal, effectively use the emotional resources in teaching content, and stimulate students' positive emotional experience to cultivate lofty sentiment. This requires the teacher to design the classroom teaching situation according to the actual situation of the students and the emotional factors contained in the teaching materials in the course of preparing the lesson, so that the teaching content is novelty, exploratory and enjoyment. For those content that has no emotional color, we must try to give emotional color, make the ordinary and boring teaching content living and interesting, and give rise to students' emotional resonance.
(4) Teachers learn to appreciate students and enhance their self-confidence. Appreciation is an art, a quality, a virtue. One of the most basic needs of people is to be eager to be appreciated by others. As a teacher, be good at appreciating students. Every student is eager to get the teacher's attention and praise. Therefore, every student should be respected and every student should be appreciated during the teaching process. "What is missing in the world is not beauty, but the eyes good at discovering." Knowing how to appreciate students will help students to develop talents, in return it may be the failure of education. English teachers must pay attention to evaluation methods, respect students, encourage students, accept and appreciate students. In the process of English teaching, be good at listening to students' opinions, paying attention to students' emotions, admiring and praising students' advantages, and also tolerating their shortcomings. When students answer questions or display language, do not over-correct pronunciation or errors, but guide the topic, encourage students to express their opinions in language that suits their level, encourage natural English communication between students, and enhance students' self-confidence. When students are unable to answer questions, teachers should also give appropriate and positive guidance to maintain students' self-esteem.
(5) Establish diversified evaluation system to enhance students' self-confidence. First, adhere to the combination of formative evaluation and summative evaluation. Formative evaluation is based on the evaluation of continuous observation, recording and reflection of the whole process of learning, helping students to effectively regulate the learning process; summative evaluation is the evaluation of the judgment effect after the end of the teaching activity. Formative assessments provide timely and regular feedback, and summative assessments demonstrate the ultimate impact of classroom instruction and learning processes. Second, master the time of timely evaluation and delay evaluation. Timely evaluation can enable students to understand learning outcomes and progress in a timely manner, and enhance the motivation to explore unknown areas; delay evaluation uses students' expectation psychology, delays evaluation time appropriately, and leaves students time and space for free thinking. Mastering the time of them will help students to solve their own advantages, enhance self-confidence, clear their efforts, and have positive expectations for learning. Third, the vertical evaluation is mostly used, and the comparative evaluation between the horizontal students is rarely used. The horizontal evaluation ignores the students' English basic and intellectual factors, and it is easy for students to lose confidence, discourage students' self-esteem, and participate in teaching activities. Teachers should listen to each student's speech and carefully study the language of evaluation so that students at every level can have a correct understanding of themselves, constantly summarize and reflect, and adjust their mentality to the higher goal.

Conclusion
Emotional attitude is an important factor affecting students' learning and development. Maintaining positive emotional attitude is the key to English learning. It is of great practical significance to carry out research on this topic in the context of the current low level of interest in English learning for college students, the effectiveness of English teaching, and the low quality of English teachers. Using the implementation countermeasures of infiltration emotional education in college English teaching proposed in this paper, assisting teachers to flexibly infiltrate emotional education in the process of English teaching, stimulating and cultivating students' strong interest in learning English, and further promoting students' cognitive ability in English. Develop students' potential, improve students' ideological and moral quality and good interpersonal relationship, and then develop students' self-emotional control ability, and promote positive emotional experience in English learning, application and practice, and gradually form independent and complete personality characteristics, which will definitely format for students. It will play a positive role in the development of the future society.


Participation of Community through Parents Teacher Councils regarding Curricular and Co-curricular Activities in Public Sector Schools of Khyber Pakhtunkhwa

The study focuses on the participation of community through PTC in the arrangement of different curricular and co-curricular activities in schools for betterment of students and enhancement of their qualities. A valid and reliable questionnaire was served to the two categories of stakeholders i.e. PTC members (Chairman and secretary) and Non-PTC members (Parents and Teachers). A sample of one hundred schools randomly selected from two districts of Khyber Pakhtunkhwa. Mean, Standard Deviation, Coefficient of variation, t-distribution and p-value were applied as statistical tools. Responses of both groups show moderate response and show that participation of community is found for the first variable i.e. arranging curricular activities but there is opposite opinion found in the point of view of both group regarding the arrangement of co-curricular activities in schools; response of PTC members group is positive but non PTC members group did not support it.

Introduction
Community participation in the public sector means involvement of the people in the public schools for the betterment of the institutions. In the school setup, the participation of Community is considered as much necessary as all other educational elements are. For this purpose, different countries have introduced different systems. Some countries have a unique system in order to involve community in different matters of the schools, for example, establishment of PTCs etc. in the schools. It was the government of Khyber Pakhtunkhwa, who first introduced the concept of involvement of community in the schools of especially in public sector. KPK government had a clear vision about the involvement of students' parents in educational matters for the betterment of institute and students. For this purpose, the Elementary Education Foundation (EEF) was established under an ordinance in 2002 for developing a sense of community participation among the people. (Government of Khyber Pakhtunkhwa2012, p.1).
It was a bold step taken by the government of KPK in order to uplift the deteriorating academic condition of the public institutions. Furthermore, the chairman of the EEF Board of directors was the Chief Minister of KPK, which proved to be very much helpful in decision making. The basic aim of the establishment of EEF was to promote elementary education in the region with the help of community participation. It could be done by sensitizing the people about the issue. The main objectives of EEF were: (i) Improving the education at elementary level by involving the members of community, (ii) Improving the quality of education by providing training to the teachers, (iii) Improving the ratio of participation of community in the educational institutions. (iv) Developing a suitable line of action for the madrasa and MAKTAB schools. (Government of Khyber Pakhtunkhwa Elementary Education Foundation, 2012). The Government of Khyber Pakhtunkhwa is very much enthusiastic and interested to uplift the condition of its institutions, that's why it left no stone unturned for their development. One of the most important steps toward this process was to legalize the involvement of the community in the schools of KPK. The Government extended its legislative support in the year 2005, 2006, 2007 and 2008. Khyber Pakhtunkhwa Provincial Reform Program II was publicized by the Government and the title of "Encouraging Public-Private Partnerships and Community Involvement" was given to it. Its clause Number thirty says "the Government of KPK has widened PTAs and enhanced their strength in all twenty thousand primary schools. Accordingly, funds are being provided for construction and minor repairs in order to be utilized by the PTA. Moreover, PTA will likely become more important in the future as they will be assigned some other important activities like observing and reporting teachers' attendance". (Government of Khyber Pakhtunkhwa, 2005).
In fact, the Khyber Pakhtunkhwa Government worked very hard in order to engage the community in government institutions. For this purpose, the Government began a program in 1999 and it was named as the Education Sector Reform Unit (ESRU). It is quite clear that PTAs were basically introduced at all school levels through this program. The main objective of the introducing Parents Teachers Councils (PTA) was the overall development of educational institutes.
With time, the name of PTA was changed to PTC i.e. Parents Teacher Council was in 2010. After it, the Government of KPK published PTC Guide and enlisted all the responsibilities of Secretary, Chairman and other members. This guide also provides basic information about the composition and formation of PTC. The powers and authorities of PTC are also elucidated in this guide. It is clearly mentioned in the preface of the guide that "PTCs are established to improve the learning environment and physical condition of the school". Moreover, it is also elucidated in the introduction of PTC guide that the school, students' parents and the council all of them are directly responsible for improving the school condition. Similarly, the PTC guide also tells us that it is the responsibility of PTCs to get repair and maintenance work done" The PTC guide further explains the powers devolved to the schools i.e. financial and administrative and the PTC is authorized to utilize the funds of school properly. (Government of Khyber Pakhtunkhwa, 2011). Mavis and Steven (2009) explain that the overall development of any educational institution depends on the co-ordination of community members and that institution. Due to this strong coordination, the target of strong academic achievement can be achieved. Children can get quality education from these institutions with the continuous support of community. (P: 25) Goldring (2008) states parent teacher meetings are the key source for enhancing trust of community on the institutions working in public sector. As in the meeting, the parents discussed different aspects regarding the study of their children and focused discussion was done so school got clear cut direction and way to achieve their way targeted goals set by Government. (P: 2) Bryan, (2005) describe in his study that school is responsible for the physical, cognitive, social, psychological and economic development of the children and this overall development are possible if institutions initiate different healthy activities like literary and co-curricular activities by involving community especially parents of children.
Different research studies indicate that joint efforts of school and parents are very much necessary for progress of students' achievement. Failure in the academic is directly linked with the behavior of community, behavior of parents and teachers. If parents take interest in arranging different activities related to their curricula and extracurricular activates the overall development of the child becomes possible (Fan, 2001;Hong & Ho, 2005, Driessen, Smit & Sleegers, 2005. Annunziata et al (2006) stated that Failure in academic activities of the children also directly linked with negative attitude of parents, abusing behavior of community, negligence of society, emotional behavior of parents and behavioral problems of society. The students are affected too much from the home and this may badly affect the efficiency of the educational institution. So this hurdle can be removed by creating a close liaison between the parents and school.
Global Social Sciences Review (GSSR) Govinda and Diwan (2005) the involvement of community in the curricular and co-curricular activities help in improving quality education, eradicates the different hurdles faced by student and teachers. Community participation support the educational institutions to give nimble the society from ignorance and unawareness. If parents and community supports the public sector schools by providing different facilities, solving immediate issues and provide courage to the principals and teachers about deciding for the betterment and progress of educational institutes.
The main purpose of formation of parents' teacher councils at every school level was to make realize parents about the education of their children, lessen the level of dropout and improve the academic conditions of the children to make them useful person of the society. To develop strong liaison between school and home. Parents and teachers must coordinate and cooperate intelligently for the welfare of general public and special attention on the physical, social, mental and spiritual condition of children. (Government, of Pakistan, 2002). Kumar (2000) explains that community participation is crucial for the success of all curricular and co-curricular programs, different developmental projects as it enhances sense of ownership and sustainability in the process of development. Epstein (2006) stated that different researches show that participation of communities and especially families of children play a significant and encouraging role in the field of education in improving learning environment, enhancing learning potential and casting a long-term impact on the behavior of children.
Richard (2011) recommended to distribute time in each day for doing different activities like doing homework, enhance reading habits of children, improving communication skills, time for watching TV, discuss different issues, attending different workshops, activities of selection of career, storytelling and molding behavior of the students. Smith (2011) explains during the study of parent-teacher association and describes that it is very common thing at the school level and aims to make possible the involvement of parent and society in the progress of educational institutions. When the parents own the educational institute, they try their best for the progress and position of that institute in the society for providing quality education. (P: 12).
Skiba and Strassel (2010) deliberate the role of involvement of parent and community with reference to organize different curricular and co-curricular activities for establishment of a positive atmosphere in educational institutions. They acknowledged six means of involvement of parents; out of these six, three are related to home while other are related to educational institutes. The first three are learning activities at home, parenting and improving communication skills while other three which related to the school are decision making, volunteering and special coordination and collaboration with the community members.

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Combs (2008) clearly describes different methods for improving school and community relation. He recommends that: (a) All community members are advised to utilize latest means of knowledge. (b) Friendly policies for the involvement of community in educational institutions (c) Involve talented students in different other activities like games etc (d) Granted discount in the purchase of stationary items for those who perform well in curricular and co-curricular activities. (e) Special package offers to the intelligent students. (f) Certificates must be distributed in the assembly for encouraging for the best performers. (g) Family members of different students may be invited for the encouragement and motivation purpose.

Problem Statement
Under the umbrella of existing research, the problem was, "participation of community through parents-teacher councils regarding curricular and cocurricular activities in public sector schools of Khyber Pakhtunkhwa".

Research Objectives
Following were the research objectives: 1. To find the participation of community in arranging curricular/co-curricular activities according to views of PTC/Non-PTC members. 2. To find out significant relationship of community through Parent Teacher Council in arranging curricular/co-curricular activities according to views of PTC/non-PTC members.

Research Questions
The research is based on the following research questions: 1. Is there any community participation in arranging curricular activities according to views of PTC members? 2. Is there any participation of community in arranging curricular activities according to views of Non-PTC members? 3. Is there any participation of community in arranging Co-Curricular activities according to views of PTC members? 4. Is there any participation of community in arranging co-curricular activities according to views of Non-PTC members?
Global Social Sciences Review (GSSR)

Research Hypotheses
H01: There is no participation of community through Parent Teacher Council in arranging curricular activities in public schools of Khyber Pakhtunkhwa. H02: There is no participation of community through Parent Teacher Council in arranging Co-curricular activities in public schools of Khyber Pakhtunkhwa. H11: There is participation of community through Parent Teacher Council in arranging curricular activities in public schools of Khyber Pakhtunkhwa. H12: There is participation of community through Parent Teacher Council in arranging curricular activities in public schools of Khyber Pakhtunkhwa.

Rationale of Research Study
It is as clear as day light that when the community gets involved in different activities performed by school like curricular and co-curricular, school makes progress by leaps and bounds and it very soon touches the heights of success as the community can help a lot in arranging different activities inside i.e. curricular and outside the school i.e. co-curricular. The present study is significant in this regard as it depicts, figures out and evaluates the involvement rate of the community in all these activities. This study can be helpful in reframing the PTCs and their responsibilities. Moreover, this study can also motivate the community to take part in all such activities with great enthusiasm which will automatically uplift the academic condition of the school.

Design of the Study
The researcher wanted to explore the analysis of different views of stakeholders about curricular and co-curricular in the school. The population from which researcher want to explore is known as descriptive research. The design of study was descriptive in nature and self-made questionnaire was used to get responses from different stakeholders after finding its validity and reliability. (Creswell, 2011)

Population and Sample of the Study
There are 1298 male government primary schools in District Dera Ismail Khan and Peshawar. All these schools i.e. 1298 schools are the total study's population while the study's sample was selected by applying sample selection method propounded by Krejcie and Morgan. The total number of selected schools included in the sample was 580, out of which 230 schools were from Peshawar District and 250 schools were from district Dera Ismail Khan. PTC committees had already been established in all these schools according to the educational policy of Khyber Pakhtunkhwa. The stakeholders of the study are 04 for each school, out of which two stakeholders are the members of PTC committee while the other two stakeholders are not members of PTC but they are from school and community. Secretary, the head of school and Chairman, the parent of a student are PTC members. The other two non PTC stakeholders are a teacher of that school and parents of those children who are enrolled in these schools. Thus, two very popular sampling techniques were applied to get the sample. First, cluster random sampling technique and then simple random sampling technique were applied.

Research Tools
The responses were gathered from the stakeholders through a close ended questionnaire which had a total of eighteen questions. Ten out of eighteen questions were about curricular activities while eight questions were about cocurricular activities.
Global Social Sciences Review (GSSR)

Validity/Reliability of Research Tool
The research tool used to get responses was developed on a five-point Likert scale with the help of related material and literature. After that, it was presented before the educationists and educational experts to confirm its content validity. Pilot testing was also performed on a small sample of 10 stake holders from each category. After that, for finding reliability Statistical Package for Social Sciences (SPSS) was used. By using Cornbrash's Alpha in SPSS, the value researchers got from it was 0.87. After that in order to find out the item inter-item correlation, Pearson correlation was applied and got the significance level of 0.01.

Procedure of the Research Study
This study was descriptive and it interpreted different viewpoints and facts of stakeholders. The researcher developed a questionnaire on a five-point Likert scale to get responses from the stakeholders. The tool was validated through experts/educationist and its reliability was detected by applying statistical tool Cronbach Alpha which was read as 0.87. The reliable and validated tool consists of 10 items about curricular activities and 08 items about co-curricular activities that were served to the stakeholders.

Data Collection and Interpretation
After collecting the data, it was analyzed with the help of computer software used for Social Sciences i.e. SPSS. Standard Deviation, Mean, t-distribution and coefficient of variance were used to get the results in order to draw inferences and to interpret them. activities in schools. P-value of responses of both the stakeholders in nine items falls between 0.000 to 0.009 which is less than 0.05 and reflects greater participation rate of community through PTC in arranging curricular activities in public sector schools of Khyber Pakhtunkhwa. teacher when needed), item No.06(Discussing progress with parents) and item No.10 (addressing a different problem faced by teacher and students) are below average mean value and their t-calculated for all three items are 1.78, 1.70 and 1.87 respectively. All the value falls in acceptance region so it leads the acceptance of null hypothesis H0 and rejection of H1which says that there is no significant participation of community through PTCs in arranging curricular activities but all other seven items have mean value greater than 2.5 against the range of 1-5 which clearly indicates greater participation of the community through PTC in arranging curricular activities. Similarly, the value of coefficient of variation ranges from 12.13 to 26.69 which shows less dispersion. Moreover, all ten items except three discussed above have calculated values fall in rejection region and so accept H1 and concluded that there is significant participation of community in arranging curricular activities in schools. Since P-value of the responses of both the respondents in seven items vary between 0.000 and 0.009 which is less than 0.05 and reflects that there is significant participation of community through PTC committees in arranging curricular activities in schools of Khyber Pakhtunkhwa. The above table reflects the comparative figures about the perception of both groups of stakeholders i.e. two hundred PTC members in which one hundred are chairmen and one hundred are secretaries/head of institute while second group hastwo hundred non PTC members including one hundred teachers and one hundred parents whose children are enrolled in the school but they are not a member of this body. The average mean value of responses from respondent No.1 (chairmen) from first group is 3.12 while the average mean value of respondent No.2 (secretaries) from first group is 3.17. Similarly, the average mean value of respondent No.1 in second group (Teacher) is 2.76 and the average mean value of respondent No.2 (Parent) of second group is 2.84. The range of mean value is 1-5 Global Social Sciences Review (GSSR) thus it is apparently seen that the value of average response is greater than 2.5 which shows participation rate of community in arranging curricular activities in the educational institutions i.e. schools in the province of Khyber Pakhtunkhwa. Likewise, the average value of standard deviation of first respondent (Chairmen) from first group i.e. PTC members is 0.451 while for second respondent (secretaries) of the first group is 0. 643.Similarly the average value of standard deviation of second respondent (teacher) from second group i.e. Non-PTC members is 0.567 while for second respondent (parent) of the second group is 0.761. In the same way, the analysis of P-value observed in both groups highlighted the P-value for first group i.e. PTC members is 0.001 and for second group it is 0.003. On the other hand, the P-value is 0.001 and 0.003 respectively for 1 st and 2 nd group which reflects that the P-value for both the groups is less than 0.05. Similarly, t-calculated value is 2.71 for first group and 2.45 for the second group. Both the values fall in the rejection region of t-tabulated i.e. ±1.99 which indicates rejection of Ho and acceptance of H1 which indicates that there is significant participation of community through PTC in arranging curricular activities in the schools of Khyber Pakhtunkhwa. The average P-value for both the groups is 0.006 which is again less than 0.05 and the average t-calculated value for both the groups is 2.67 which is greater than the t-tabulated i.e.±1.99. Thus, H0 is easily rejected and H1 is accepted which says that there is significant participation of community through PTC arranging curricular activities in schools of Khyber Pakhtunkhwa. This table shows the responses of stakeholders who are members of PTC committee as well as the active members of community i.e. chairman and secretary. The range of mean value is 1-5 but the mean value of item No.4 and item No.5 (Ensure right to play for students and plan sports competitions) are below average mean value and their t-calculated values are -2.07 and 2.58 respectively, Both fall in acceptance region which leads the acceptance of null hypothesis that there is no such participation rate of community through PTCs committee especially in these two aspects. All other six items have their mean value greater than 2.5 i.e. average mean value which indicates the community participation thorough PTCs committee in arranging co-curricular activities. The analysis of values of coefficient of variation which ranges from 06.99 to 27.12, shows less dispersion rate. Calculated values of t of all items except two discussed above falls in rejection region which shows the participation rate of community is better as per perception of stakeholders i.e. chairmen and secretaries of PTC committees. Since the p-values of the respondents in the six items in between 0.001 to 0.009 is lesser than 0.05, it reflects a significant participation of community through PTC committees in arranging co-curricular activities in schools functioning under the government sector in Khyber Pakhtunkhwa. The above table shows perception of two stakeholders who are not members of PTC committees but part of community i.e. teachers and parents. The range of mean value is 1-5 but the mean values of item No. 01 to item No.04 which are arrange literary competitions, organize different program at National festivals, for the purpose of character building of students. The organized programs were below average mean value and their t-calculated values are 1.89, 1.78, -1.60 and 1.87 respectively. All the value fall in acceptance region so it leads the acceptance of null hypothesis H0 and rejection of H1which says that there is no significant participation of community through PTCs in arranging co-curricular activities. But all other four items have mean value greater than 2.5 against the range of 1-5 which clearly indicates greater participation of the community through PTC in arranging curricular activities. Similarly, the value of coefficient of variation ranges from 10.24 to 47.64 showing less dispersion. Moreover, all other four items except four discussed above have calculated values falling in rejection region and so accepted H1 and concluded that there is significant participation of community regarding arrangement of co-curricular activities in public sector schools. As the P-value of the responses of both the respondents in first four items varies from 0.071 to 0.107, while last four items ranges from 0.001 to and 0.009 which is less than 0.05 and reflects a significant participation of community through PTC committees in arranging co-curricular activities in schools of Khyber Pakhtunkhwa. The above table reflect the comparative figures about the perception of both groups of stakeholders i.e. two hundred non PTC members in which one hundred chairmen and one hundred secretaries/head of institution while second group consist of two hundred non PTC members in which one hundred teachers and one hundred those parents are included whose children are studying in the school but

Discussion
From the analysis of above , &10 (Provision of temporary teachers, generating individual progress reports, Discuss of problem of students with parents, Discuss different problems with parents. diagnosing and addressing different educational issues of teachers/students). All the values show adverse participation rate about these items which clearly indicates the insignificant participation and interest of those community members who are not involved in affaires of schools specially in arranging co-curricular activities. (Kentucky, 2011) After the analysis of both pairs of stake holders, both have on agreement that there is participation of community in arranging curricular activities, but the responses of second group are slightly weak but show positive response.
While from the analysis of second variable i.e. arranging co-curricular activities the responses of both the pair of stake holders are slightly different, the first pair of respondents who are member of PTC committee are respond positively while the second pair who are not member of PTC committee are shown disagreement with the statement that community is participating in public sector school in Khyber Pakhtunkhwa specially in arranging co-curricular activities. It may be due to fact that as they are not involved in any activity of PTC committee or any business of school so they are only observers. They just observe and respond, so un-awareness is the basic reason behind their low response. If they are active participants then may be their responses become changed. (Skiba and Strassel 2010) As a statistic t-calculated value of both pair of groups shows strong agreement between stake holders and show that there is participation of community in public sector schools of Khyber Pakhtunkhwa in arranging co-curricular activities.

Conclusion
From the discussion of above six tables, it can easily be concluded that that there is great participation of community in curricular activities according to first group i.e. PTC members but there is little bit fluctuation found in the perception and viewpoints of second group. (i.e. Non-PTC Members) which they show less participation in three item out of ten and reject that community has no/less participation in arranging activities related to curricular aspect in the government schools of Khyber Pakhtunkhwa.
Second variable which was about arrangement of co-curricular activities in the primary schools, according to the perception of first group is towards the acceptance mode of and they are agree with seven items out of ten but view point of second group is quite different from the view point of first their perception is toward the null hypothesis and concluded that there is no strong participation of community in arranging co-curricular activities in the school. From the variation in the view points of both the groups it can be concluded that due to non-attachment in the affair of PTC committees and their assigned tasks the non PTC members are un-aware for the mandate and functioning of PTC committees. So it is better that awareness sessions may be arrange for all the parents whose children are studying in government school and initiate so many efforts to take interest in the business of school activities for the welfare and better progress of the children in their educational and then professional life.