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This study examined the level of technology leadership practice among administrators in High Performing Schools (HPS) and its relationship with School-Malaysia Standard of Education Quality (School-MSEQ). A set of questionnaires was administered to 96 administrators in 12 HPS of secondary schools category. The data were analysed and interpreted using SPSS version 16.0. The statistics used were descriptive statistics and inferential statistics. Analysis of t-test, one way ANOVA and Pearson Correlation were used to test the hypotheses. This study found that the level of technology leadership practice was moderate with mean value at 3.934 and the practice of School-MSEQ among administrators was high with mean value at 4.729. There was no significant difference from the aspects of administration experiences and status pose of HPS administrators in term of the practice of technology leadership. This study revealed a relationship between technology leadership and School-MSEQ (r = 0.649, p<0.05) towards the practice of technology leadership among HPS administrators. The findings suggest that school administrators should play key roles in promoting technology in schools. It is hoped that the findings will improve the practice of school administrators and more studies should be conducted in the near future towards the improvement of technology leadership in schools.

The purpose of this study is to explore supervision practices among school management teams and teachers' satisfaction in secondary schools in Kuala Lumpur, Malaysia and He Fei, China. The samples consist of 248 managers and 367 teachers in Kuala Lumpur, and 175 managers and 346 teachers in He Fei. The study indicates that the level of supervision practices in Kuala Lumpur is higher from the managers' standpoint than from the teachers'. Simultaneously, there was no difference between managers' and teachers' view of the level of supervision practices in He Fei. Secondly, supervision practices have a positive and medium relationship to teacher satisfaction in Kuala Lumpur, while there was positive and strong relationship between them in He Fei. In other words, if the level of supervision practices decreases, so will teacher satisfaction. It may therefore be in the interests of both cities' school managers and teachers to increase the levels of supervision practices.

This paper attempts to explore and identify the characteristics of an effective teacher who teaches English as a second language to 10 year old students from different ethnics, various social economic background and multi-level language ability, at a private primary school in Malaysia. The study focused on classroom management using a case study methodology where data was collected using both interviews and classroom observations. The findings concur with previous literature reviews on effective teacher models whilst providing in-depth details on what transpires during classroom activities, thus clarifying further the meaning of effective classroom management. The implications of this study suggest the need to include six new classroom management behaviours of an effective teacher. Further research is warranted to help policy makers and school administrators in identifying the significance of these behaviours for the selection and training of future teachers.

In a world of global market competition, the secondary level education has become a part of basic education. Secondary schools are vested with the responsibility of imparting knowledge, skills and attitudes essential for individuals to fit into society and be able to contribute fruitfully to its development. This article analyses the development of secondary education in Bangladesh in different period of time, socio-political context. Therefore, a general overview of secondary education is provided which is followed by historical evolution of secondary education in the British and Pakistani rule over Bangladesh. In conjunction with primary and mass education, secondary education was revised with great emphasis on the development of an all-round individual, female education, the acquisition of quality education, and the inculcation of technical and science education. A good number of commissions and committee were formed in different time to make changes in educational arena. Following the recommendations, the system of educational administration has been decentralised to promote school-based management and teacher empowerment. Furthermore, the non-government schools have been always encouraged to play an active role in providing secondary level education. A new education policy for Bangladesh has been tabled in September, 2009 after restoration of democratic process. At secondary education level a broad-based change in educational objectives, structure and system, curriculum have been proposed which is under public scrutiny.

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