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The transformation that is happening throughout the world as a result of globalization has greatly changed the education system. Consequently, one of the vision in the strategic shift of the education system and students' aspirations as stated in the Malaysian Education Blueprint (2013-2025) is the transformation of teaching as a profession of choice under the heading of Teacher Quality. Based on the findings of the Inspectorate and Quality Assurance Committee (JNJK), Ministry of Education, within the last three years (2011 to 2013), the quality of teaching and learning is still not very impressive. Of the 30,564 teaching sessions observed, a total of 25,242 (82.59%) teachers achieved satisfactory, poor, and very poor level of teaching expectations. Therefore, the objective of this study is to identify the impact of coaching and mentoring program for teachers on their quality of teaching as conducted by the SISC + (School Improvement Specialist Coaches) officers on a full time basis. This descriptive study uses a survey method. This method is used to collect information related to coaching and mentoring program and are designed in three modes, i.e. face to face coaching and mentoring, coaching and mentoring in a committee and group coaching and mentoring. The focus of coaching and mentoring program SISC + is subjected to the Standard Operating Procedures (SOP), set by the Ministry of Education, with underperforming schools (Band 5, 6, and 7) as a priority. There are only nine high schools in the District of Samarahan and the SISC + is given the responsibility of implementing the Guidance and Mentoring Program from the district's local expertise in their field of subjects, respectively. The Samarahan District Education Office SISC + Malay (High School) has been guiding 46 Malay language teachers according to their scores from the Teacher Guidance form. The findings indicated that the program is very good and relevant to help teachers carry out a quality T&L. The quality of teaching has been successfully established, even though not all the three modes of coaching and mentoring processes were carried out fully. However, there are many research that could be carried out on teacher quality to ensure the definition of 'teacher quality' transformation is able to realize the country's desire. [ABSTRACT FROM AUTHOR]

Information on the student's cognitive abilities can help teachers to identify the strengths or potential of a student to plan a learning strategy. These data are collected through Ujian Aptitud Sekolah Rendah in year six (UASR), where the student's potential can be detected five years earlier before they take their Sijil Pelajaran Malaysia (SPM). Unfortunately, these data have not yet used as a criterion in the student's development plan. Therefore, this research has been done to see the strength of the connection between the student's potential in UASR and their results in SPM. Through data visualization, a strong connection between a student's potential in UASR and their succesfullness in SPM can be seen. 71.48% of students in the first cohort that have been proven to house high potential during thier year six in 2011 and 73.63% of the next cohort in 2012 have obtained a good SPM result that they took in 2016 and 2017 respectively. Further analisys using the decision tree technique shows a few other factors for the high potential student success in SPM. A few of them are their results in PT3, their grades in the Maths and Science subjects, academic stream, and the school's achievement for that particular stream for the year before.