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Malaysia Education Blueprint (MEB, 2013-2025) provides comprehensive plan for sustainable transformation of Malaysia education to equip students for the future world scenario. In its seventh shift, leveraging ICT to scale up quality learning across Malaysia and developing globally competent youths has taken place in Malaysian schools in three waves since 2013 until 2025 (Ministry of Education, 2013). Simultaneously, the Covid19 pandemic has reduced the chances of conducting lessons in a traditional classroom setting. Due to this, formal school institutions are forced to adopt digital learning as a new platform for teaching and learning. Consequently, teachers and principals are required to be well versed and competent in the digital technology as they are forced to master digital teaching skills within a short time span. Schools have to equip the students with all the knowledge and skills necessary to survive in the era of “Internet of Things” and Artificial Intelligence. Teachers need to be digitally literate and inevitably the responsibility of bringing about change and preparing teachers and the school environment for IR 4.0 job market lies on the shoulders of the school principals. Nonetheless, both teachers and principals were unprepared to embrace the digital changes in the current educational scenario. This research explored the relationship between principals’ digital leadership and teachers’ digital competency in Klang district secondary schools. 354 respondents from 39 secondary schools participated in this research. Based on the data analysed that there is a significant positive relationship at a moderate level between the principals’ digital leadership and the teachers’ digital competency with a value of r =0.41 and p = .00 (p <0.05). It can be concluded that when principals’ digital leadership is a moderate level, teachers’ digital competency is also at a moderate level. In order to further enhance this digital leadership and teachers’ digital compet

China's education system must continue to innovate in order to keep pace with the development of information technology and globalization, and teacher innovation is a prerequisite for innovation in the education system. Therefore, it is necessary to understand the factors that influence teachers' innovative behavior. This study aims to explore the influence of principal inclusive leadership and teacher efficacy on teachers' innovative behaviors in China's junior high school. We sampled 671 teachers in junior high schools in Guangxi, China. The study found that teachers' perceptions of principal inclusive leadership and teacher efficacy were at high levels and teacher innovative behavior was at medium levels. Principal inclusive leadership dimensions were moderately and positively correlated with teacher innovative behavior. Teacher efficacy dimensions were strongly and positively related to teacher innovative behavior. Both principal inclusive leadership and teacher efficacy had a significant effect on teachers' innovative behavior, accounting for 40.6 of the variance in teachers' innovative behavior. The results of the study indicate that teachers' innovative behavior is not sufficient. Both principal inclusive leadership and teacher efficacy had an impact on teachers' innovative behavior. Therefore, stakeholders should consider principal inclusive leadership and teacher efficacy factors when drafting and implementing policies and programs to improve teachers' innovative behavior.

Teaching and learning utilizing electronic resources has become more prominent. The implementation of online learning in accounting has had an impact and created challenges for students and teachers alike. The purpose of this systematic literature review is to identify the impact and challenges faced by them in implementing online learning of accounting. Surveys on articles were conducted between 2017-2021 using three databases namely ERIC, Mendeley and Scopus. The findings show that online learning had no negative impact on teachers and only shows positive impact in the easy delivery of lessons by teachers. Technology makes the learning process orderly. Positive impact was noted among students too, in terms of improvement in the achievement of the subject and a positive attitude towards it. The negative impact of online learning implementation is that there are students who are stressed because they are less interested in using different learning approaches which slates towards traditional methods. Among the challenges in the implementation of online learning of accounting by students are the lack of technological devices as well as limited access to computers and the internet. While the challenge for teachers lies in the lack of knowledge and skills in executing online learning. Various programmes or workshops need to be designed to enhance skills and improve confidence while implementing online learning of accounting among teachers and students.

The emergence of the Professional Learning Community (PLC) concept has pioneered the existence and strengthened of the teaching community. PLC formally serves as a professional learning team and through this team, teachers work with a spirit of openness, reflect critically, share their experiences, ideas, expertise, and engage in an ongoing assessment process that fosters deep team learning. So, it is important to look at past studies related to PLC as PLC is among the factors of teacher effectiveness and schools as well. This paper aims to produce a literature review that answers questions such as: i) What are the challenges in the implementation of PLC among teachers; ii) How PLC can develop the innovation of teachers; and iii) How can the Professional Learning Community develop teacher competencies? The systematic literature review method is used as the methodology in this paper. Articles from 2018 to 2022 related to PLC were searched from three main databases, namely, Scopus, Web of Science, and Google Scholar. The finding show a total of 384 articles were identified; however, after screening based on the inclusion and exclusion criteria, only 76 articles were used as final articles for review related to PLC challenges and the impact of PLC implementation on innovation development and teacher competencies. The results of this literature review are beneficial for future studies on PLC and can be a guideline for higher authorities in the field of education, especially the Ministry of Education, to design quality PLC programs that can enhance teacher professionalism and, in turn, improve student learning. It is recommended that a more detailed implementation of PLC be considered in further studies, as its strategy and effectiveness still have not been sufficiently examined.

The attraction of new students and the retention of current students have become an imperative topic in many institutions as rivalry between institutions is growing worldwide. In order to survive, expand, and remain competitive, educational institutions must recognise the importance of service quality and student satisfaction. Therefore, providing quality education services is a high priority for all these institutions. Institutions need to truly fulfil the needs of students in order to deliver top quality services to students and recognise how cognitive factors contribute to student satisfaction. Positive expectations of service quality by current students will contribute towards positive images of the organisations, and to overall satisfaction. Thus, the purpose of this paper is to analyse the standard of university service in the satisfaction of students with a sound empirical finding. Refereed articles and conference papers were used to gather the data. The first section of the paper addresses the satisfaction of students, the quality of university service, and the second section describes the empirical results of previous research in the sense of real world. This research looked at the empirical literature on higher education with the purpose of increasing the present contribution of knowledge. The empirical findings revealed that service quality has an impact on student satisfaction in a variety of study contexts.

Developing competent teachers is one of the main focuses of national TVET's transformation. The teaching profession demands that teachers constantly strive to improve the quality of their professionalism to become competent and quality teachers. In addition, TVET teachers must be prepared to withstand the technological boom in the industrial revolution 4.0 digital era to keep them in line with 21st-century learning. Thus, the Technological Pedagogical Content Knowledge (TPACK) framework is designed to meet the competencies that TVET teachers need. The primary purpose of this study was to assess the factors that influence the TPACK competency of TVET Teachers. Furthermore, to determine the relationship between mentoring role, school environment, and TVET teacher’s competencies. A total of 400 TVET teachers from two categories of TVET-related institutions under the Malaysian Education TVET division were selected as the study’s sample: vocational education upper secondary stream (PVMA) from National Secondary School (SS) and Vocational College (VC). Data were analyzed using a t-test, correlation, and multiple linear regression. The findings revealed significant differences in the level of technological knowledge competency between the two school categories. The role of mentoring and the school environment is also significantly related to the TPACK competency of TVET teachers. Meanwhile, the school environment predicts a change in the TPACK teachers' competency for TVET teachers in Peninsular Malaysia. Therefore, the study discovers the role of the mentoring role and the school environment in determining new factors influencing TVET teachers’ TPACK competency. For further research, it is recommended to study the mentoring role in mediating the relationship between the school environment and TVET teachers’ TPACK competency.

Critical thinking is important because critical thinking is a generic skill required by employers to produce students who can compete in today's global economic market. Teacher quality is the main focus in education management because the relationship between student achievement is closely related to the teacher's ability to manage student-based learning. Among the methods for teachers to be involved in professional development that leads to increased student learning is the Professional Learning Community (PLC). The purpose of this article is to examine how the implementation of PLC leads to the development of innovation among Accounting teachers. A total of seven Accounting teachers who teach Forms 4 and 5 in seven schools in southern Malaysia were selected as study participants using the purposive sampling. Three data collection techniques were used to obtain rich data, namely semi-structured interview, document analysis, and audio and visual material analysis. The validity and reliability of the findings of this study is ensured through triangulation, member checking, peer review, audit trail, and a prolonged and adequate engagement in the study. The findings of the study are categorized into 3 themes, namely Sharing Best Practices, Collective Focus on Student Learning, and Collaborative.

An effective education system needs to be developed and changed to meet current and future claims. As such, in the face of today’s challenging global economic challenge, citizens with knowledge, skills and competencies are crucial to the country’s success, based on high-performance education. This study aims to determine the predictors of school effectiveness in secondary schools based on the perception of the principals. Data was collected from 246 principals in low-performance schools using the survey questionnaire. The selection of the respondents based on proportionate stratified random sampling. The Structural Equation Modelling analysis showed that the model tested and evaluated was fit. Based on four constructs, namely the appropriateness of change, management support, change of efficacy and personal valence, the variance explained for school effectiveness is approximately 26.3%. The findings indicated that the appropriateness of change and support for management were the main predictors of school effectiveness. The study concluded that the appropriateness of change and management support plays a vital role in the efficiency of schools among principals in low-performance schools. Changes in educational settings need to be adapted to school development to ensure that the school communities successfully adapt changes.

This paper aims to develop a framework of school inspection outcomes by reviewing two models of school inspection effects towards school. The first framework by Ehren and Visscher (2006) describes school inspection as a process connected through features of school inspection, external impulses and support, school features, school reaction and its effects. The second model by Landwehr (2011) describes the benefits of school inspection as primary instrument for gaining knowledge, accountability, enforcing standard and school development and presents the school inspection desirable outcomes at its best. These two models then are combined together and a framework of school inspection outcome is proposed. This framework then may provide ground for future studies that wishes to study school inspection effects on school as well as to explore the potential ways to improve school inspection practices to optimize its contribution on school improvement.

Vocational education for students with learning difficulties (SLD) emphasizes theoretical teachings and practical experiences among students, while teaching them the knowledge and skills required for an occupation. Studies on the teaching of vocational skills for SLD focus mainly on students in the mainstream educational system. The current study aims to explore the teaching and learning of vocational skills for SLD in a Community-Based Rehabilitation Center (CBRC), in Selangor, Malaysia from an ecological environment's perspective. Six teachers from the CBRC were interviewed and observed. Results show teachers focused mainly on microsystem and mesosytem environments through the various strategies to support TnL of vocational skills' education for SLD. Insufficient pedagogical skills and vocational training among teachers, and inadequate physical facilities and equipment compromised the execution of TnL in this context. We suggest CBRC teachers incorporate exsosystem and macrosystem environments in TnL of vocational skills among children with learning disabilities through a community-based or project-based approach involving corporate social responsibility (CSR) to improve vocational skills in both students and teachers. Implications to the current practice are also discussed.

Technical and Vocational Education Training (TVET) highlights the mastery of skills as a key element before entering a career field. This study was conducted to identify the relationship between learning motivation and competency-based learning (CBL) and fashion designing skills for students in the Fashion Design Programme at Vocational colleges. This quantitative study with correlational research design involved 200 Diploma in Fashion Design Programme students. Simple random sampling technique was used, and data was collected through questionnaires. Findings of inferential analysis showed that fashion designing skills and learning motivation were at a moderate level with mean = 2.88 (SD = .43) and mean = 4.05 (SD = .30). Meanwhile, Competency-Based Learning recorded a mean of 3.08 with a standard deviation of .35. It was found that learning motivation had a weak relationship (r = .249, p<0.05) while CBL had a strong relationship (r = .542, p<0.05) with fashion designing skills. These findings indicate that motivation and competency-based instruction implemented during Teaching and Learning are related with mastery skill. Following that, lecturers need to ensure that the knowledge and skills imparted can be mastered by the students. It can be concluded that the management of Vocational colleges needs to provide continuous motivation to the students as well as support the lecturer to increase their knowledge on CBL in order to produce students who are highly skilled in Fashion Design.

This study investigates the mediating effects of teacher organizational commitment on the relationship between principal's instructional leadership and students' academic performance. Principals' effective leadership performance is assumed to be responsible for students' academic performance. However, many findings from the literature indicate no significant direct effect between instructional leadership and students' academic performance. Therefore, the current study hypothesized that principals' instructional leadership indirectly enhances students' academic performances through teacher organizational commitment. Data obtained from 440 primary school teachers from the state of Azad Jammu & Kashmir of Pakistan and pre-existing school academic performance data obtained from each school participated. The data were analyzed using structural equation modeling, employing AMOS. The study's findings indicate that there is an indirect positive effect of principals' instructional leadership and students' academic performance through teacher's organizational commitment. Hence, schools with higher instructional leadership levels had better teachers, commitment to school, teaching work, teaching occupation, workgroup, and higher student's academic performances. Therefore, increasing the instructional leadership practices in schools through teacher organizational commitment contributes to Pakistan's overall student academic performances. Therefore, it is recommended to use instructional leadership components in the curriculum that effectively train new principals.

The reduction of funding allocation for school operations occurs in the education administration yearly. It is a notable fact that schools around the world are facing challenges in school funding as it affects the school’s operation. As a result, the performance of school for the long term would not be a primary concern in the future. Schools in Malaysia are not exempted from this issue as it is one of the main concerns in the centralized schools of this country. Generally, as the number of schools is increasing and a corresponding decrease takes place in centralized funding, it is vital for school principals to find alternatives for fundraising. Following a growing pattern of decentralization of school policies, entrepreneurial leadership currently begins to make an appearance in the education system through the transformation it creates in schools. However, there is insufficient discussion regarding the practices of entrepreneurial leadership and the abilities of entrepreneurial leaders in centralized schools. This study aims to identify the practices performed by centralized school principals to implement entrepreneurial activities in two schools selected for this study, which consisted of two different demographic backgrounds, districts, and locations. It investigates the entrepreneurial leadership practices performed by the Malaysian school principals in fundraising activities. The roles of the school principals as entrepreneurial leaders were identified based on their peers and other school staff who gained the experience of working under those principals. The various fundraising practices of the entrepreneurial leaders of both schools are examined within this crucial and challenging environment, followed by a discussion of how the school administrations deal with the external parties to obtain school funding. This study contributes to the field of educational administration by analysing the current fundraising practices of entrepreneurial principals of centra

This article propagates the guests feedback on tourism experience based on the three major quality factors: service, facility, and location. We employ a descriptive quantitative survey and utilize five dimensions of SERVQUAL to determine guests expectation and perception from lodging experience offered by the chalet and resort entrepreneurs along the beach coast of Pengkalan Balak, Malacca, Malaysia. A total of 152 tourists who stay at five selected chalets and resorts are selected using a random sampling technique for the sample of the study. The results of the analysis indicate that the guest expectation on the service quality, the facility, and the environment is higher compared to guest actual experience during their stay in the designated premises. It is evident that the customer satisfaction level is low and the lodging providers are advised to take proactive measures in ensuring the quality of the service, the facility and the convenience of the location are at the global standard. It is important to note that the findings do not generalize to other lodging facilities, for example, hotel and homestay services. The findings from this study projects and assists chalet and resort entrepreneurs to advocate salient improvement for quality standards which ultimately flourish customer satisfaction level and discern best strategies in promoting the beach coast of Pengkalan Balak to be one of the best coastlines and finest chosen tourism destination in Malaysia.

Purpose: The purpose of this article is to outline the findings of an empirical study, ‘Principals' instructional leadership practices in Pakistan Elementary schools'. This study aims to explore the instructional leadership practices in elementary schools in Pakistan. This study also intends to examine the conceptualization of instructional leadership within the context of Pakistan. This study categorizes the confines of the existing knowledge established on instructional leadership practices and also for enlightening a preliminary empirical understanding of how principals perceive and ratify their role as instructional leaders in Pakistan. Qualitative research design was used and semi-structured interviews were conducted with 42 elementary school principals in Pakistan. The sample included principals from 14 Government Rural Schools, 14 Government Schools in towns and 14 Government Schools in Urban areas. Initially qualitative data was analyzed inductively and successively coded to generate the findings and conclusions. Outcomes of the study indicated that Pakistani principals overall understood and defined tasks concerning to cultivate instructional practice. Specifically regarding supervision of teachers, how they monitored and evaluated the excellence of teaching and knowledge in their institutions. Data uncovered that more or less obligations and accomplishments related with being principal in Pakistan are mostly compatible with instructional leadership practices even without having the knowledge and recognition of the name of instructional leadership. Above all, monitoring and supervision of teaching and learning combined with leading professional learning were intensely signified in data. There is strong policy desire, delineated in the Pakistan National Education Policy that principals are responsible and answerable for overall improvement in the schools and supposed to be instructional leaders. Evidence indicates principals are ratifying some of the functio

Past literature points to the fact that the extent of parental involvement in school increases the level of a child’s ability and independence in studies during the child’s schooling years. The present study investigated the predictors of parental involvement in selected regular secondary schools in Malaysia. The participants of the study were class teachers who had been teaching for more than two years, were selected from 40 schools located in Peninsular Malaysia. A cross-sectional and descriptive study using postal-based survey methods was conducted on a sample of 373 secondary school class teachers. Mediation analysis was conducted using the PROCESS macro with the aim of investigating the relationships between the variables. The findings revealed that the association between the role of creativity in principals’ leadership practices and parental involvement in secondary schools was mediated by collaborative school practices and school climate. Further analysis revealed that the mediated model had a moderate effect on parental involvement in secondary schools. It is, therefore, necessary for secondary school leaders to consider and implement innovative programmes that take into account the important role of increasing parental involvement in the process of transformation.

The aims of lifelong learning program at a Community College, Malaysia are to provide training and courses to Malaysian citizens to improve their standard of living, cultivate interest and educate the community to inculcate lifelong learning. This study examines the most cost-effective methods to hire instructors in the implementation of the programs by specializing in the field of sewing and fashion. There are three methods of hiring instructors: (i) by using an existing lecturer who teaches a full-time certification program, (ii) by hiring an external instructor (from the private sector) according to the course requirements and (iii) by hiring instructors to teach a full time course for the lifelong learning program also known as the Lifelong Learning Lecturer (LLL Lecturer). These three methods are studied to determine the most cost effective method of instructor employment. This study measures the effectiveness of the program based on participants' perceptions of cognitive, affective, psychomotor and economic aspects. While estimating program cost estimates using the Ingredient Model by Levin & McEwan (2001). The findings showed that by hiring Lifelong Learning Lecturer costs the highest, but shows the lowest in cost- effectiveness ratio. This proves to be the most cost-effective method in compared to others. Thus, an implication of these findings is that, cost-related proofs should be taken into account by the decision makers or stakeholders to determine future implementation of the program with the most cost-effective method.

This paper discusses the development of entrepreneurial school culture in schools based on the models available in the current business discipline and its suitability in the education system. The emergence of entrepreneurial culture within a school as a non-profit organization is new and require vast improvement and enhancement method. In the Malaysian education system, the centralized education system practiced among schools under the government authorities do challenge all the school leaders to explore and develop entrepreneurial culture among students. For that purpose, this paper integrated models of entrepreneurial culture based on prior studies. Thus, this paper recommends models to be applied by the school principals in developing entrepreneurial school culture.

Entrepreneurship education has traditionally focused on formal education, but many initiatives have been taken parallel with the 21st century teaching and learning strategies to engage student experience through learning by doing. The purpose of this study was to examine the impact of entrepreneurship education on students’ entrepreneurship interest, intentions and competencies by implementing fashion entrepreneurship program. This study was held at Universiti Putra Malaysia for a period of five months. Samples were selected among undergraduate students who enrolled in Entrepreneurship Courses in First Semester 2016/2017. Screening process comprises interviews and basic sewing test were conducted to select 40 students as the respondents of the program. This program emphasized mentor-mentees system which involved 10 fashion entrepreneurs from the community. Respondents were exposed to entrepreneurship seminars, business and skills trainings, e-marketing workshops, sewing classes as well as evaluation sessions. Qualitative data were gathered through questionnaires adapted from Mc Clellandand Mc Ber & Co (1985) as well as questionnaires by Hisyamudin Hassan (2007). Meanwhile qualitative data were collected through continuous observations and the output of the fashion products. The findings indicated that there is a significant positive correlation between entrepreneurship interests with entrepreneurship intentions. Although the findings showed no significant relationship between fashion entrepreneurship program with entrepreneurship intentions and competencies, respondents’ perceptions towards their interest, intentions and competencies at the end of the program are high. Due to time constraints, it was suggested that future entrepreneurship program should be scheduled more structured and in a timely manner to ensure that student can gain benefit throughout the program and the objective of the program can be achieved.

Gamification is one of the trends in education that is best suited to the current learning environment. Putra BINGO is a transformative assessment tool that uses gamification techniques. This research starts by elaborating the concept of Putra BINGO and its implementation using traditional method with pen and paper. The feedbacks gathered from the implementation are analyzed and applied to develop a multiplayer educational online game using Unity Game Engine. This paper describes details of the development for its two components; the database and the digital online game. Putra Bingo is available on PC and Android devices. It required additional plugins such as Photon Networking to handle game communication between multiple players. This is crucial to accommodate its test case application as an alternative assessment for teamwork skills using Rubrics and questionnaires. Further research will be conducted to enhance its functionality and user experience after the initial development of the digital online version is completed.

This paper reviews and discusses about two models of school inspection effects towards school. The models used in the discussion are Landwehr’s ‘Model of Effects and Effectiveness of School Inspection’ (2011) and ‘Framework of School Inspection Effect’ by Ehren and Visscher (2006). The first model describes the benefits of school inspection as primary instrument for gaining knowledge about school, accountability, enforcing standard and school development. This model presents the school inspection desirable outcomes at its best. The second framework on the other hand presented an elaborate concepts and variable of both school inspection effects and side effects. It describes school inspection as a process connected through features of school inspection, external impulses and support, school features, school reaction and its side effects. These models then are merged as a theoretical framework that may provide ground for future studies that wishes to study on school inspection effects on school.

Higher Order Thinking Skills is one of the six students’ aspirations that focus on the education ‘Blueprint’ or Malaysia Educational Development Plan (MEDP) 2013-2025. Producing students that have good and successful mastery level of HOTS could prepare the students in competing at global education scene aside from creating students with high marketability value. A good and successful mastery of HOTS is related to Teaching and Learning strategy that is utilized by teachers in schools. Choosing the correct and suitable Teaching and Learning strategy could transform the students’ mind to think creatively, critically, and innovatively in completing a task or solving a problem. Application of Project Based Learning (PBL) is one of the common Teaching and Learning strategy that is emphasized in schools. A research is carried out towards Form 4 Accounting students in studying the effect of PBL towards mastery of HOTS precisely in topic ‘cash budget’ with the involvement of scaffolding element. The research uses quasi-experimental method that includes one experimental group participating in pre-test and post-test. Computerized statistical software “IBM SPSS Statistics” version 22 is utilized for the purpose of data analysis. Results from paired t-test show that there is a significant difference between the mean of the students’ mastery level of HOTS in pre-test and post-test that involves PBL with scaffolding. Therefore, the involvement of scaffolding element in PBL contributes towards increase in students’ mastery of HOTS and proofed that PBL is suitable to be implemented in Teaching and Learning session in schools.

Tenaga pengajar yang kompeten menjadi antara fokus utama dalam transformasi TVET. Profesion keguruan menuntut guru sentiasa berusaha mempertingkat kualiti profesionalisme mereka agar dapat menjadi guru yang kompeten dan berkualiti. Disamping itu, Guru PTV haruslah bersedia mendepani ledakan teknologi dalam revolusi industri 4.0 agar mereka seiring dan sealiran dengan pembelajaran abad ke 21. Maka kerangka TPACK dilihat dapat memenuhi kompetensi yang perlu ada pada guru PTV. Tujuan utama kajian ini adalah untuk melihat faktor yang mempengaruhi kompetensi TPACK guru PTV. Kemudian melihat hubungan peranan pementoran dan persekitaran sekolah dengan kompetesi TPACK guru PTV. Sebanyak 400 guru PTV dari dua kategori institusi beraliran TVET dibawah Kemeterian Pendidikan Malaysia dipilih sebagai sampel kajian iaitu SMK aliran MPV/PVMA dan Kolej Vokasional telah dipilih. Data dianalisis menggunakan analisis ujian-t, korelasi dan regresi linear berganda. Keputusan kajian mendapati terdapat perbezaan signifikan tahap kompetensi pengetahuan teknologi diantara dua kategori sekolah ini. Peranan pementoran juga mempunyai hubungan signifikan positif dengan tahap komptensi TPACK guru PTV. Manakala persekitaran sekolah meramal perubahan tahap kompetensi TPACK guru PTV di Semenanjung Malaysia.

The aim of this study is to investigate secondary school students’ perceptions of their psychosocial learning environment in Accounting Studies, and whether their perceptions were related to their Higher Order Thinking Skills (HOTS) ability. A convenience sample of Secondary Four students (N = 352) studying Accounting Studies in Peninsular Malaysia participated in this research by completing a self-administered questionnaire which included the Inventory of Students' Perceived Learning Environment (ISPLE) and Higher Order Thinking Skills Test and demographic information on zone in Peninsular Malaysia. This study tries to explore the students’ perception of their psychosocial learning environment, based on four dimensions, which include Learning Facilities, Constructivist-Oriented Teaching, Clear Goals and Coherence of Curricula, Student Autonomy, and Student-Student Cooperation. This study also focuses on the students’ perceptions of their psychosocial learning environment in Accounting Studies between zones in Peninsular Malaysia. Data was analysed using SPSS version 21.0 in the form of mean, standard deviation and multiple regression. Analysis of the findings of this study were presented using descriptive and inferential statistics. Multiple regression analyses indicated that two of the five scales of ISLPE were predictors of higher order thinking skills ability. Clear Goals and Coherence of Curricula was the strongest predictor and was positively associated with higher order thinking skills ability and Learning Facilities was also positively related to higher order thinking skills ability. The findings of the study are also discussed with reference to developing students’ higher order thinking skills ability in Accounting Studies classrooms.

This study aims to validate an integrative Parental Involvement scale based on theory and parental involvement research using rigorous scale validation procedures. An adapted questionnaire with 20 items was administered to 506 secondary class teachers to measure their perceptions towards facilitating parental involvement in secondary schools. Data were examined by performing exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using SPSS 23.0 and AMOS 23.0 software, respectively. The findings supported Parental Involvement as a multidimensional construct with its three underlying dimensions: school-home interaction, school-based involvement, and home-based involvement. Only a handful of research-based studies probed into Parental Involvement scale as a multi-dimensional construct in secondary schools within the Malaysian context. Therefore, a validated Parental Involvement scale with 15 items measures the nature of parental involvement in secondary schools, which can be proposed to be used as an evaluative tool for schools that are interested in assessing parental involvement and the effects of various programs, such as SARANA Sekolah, that target the three dimensions of parental involvement measured. The Parental Involvement scale would also foster the identified factors that influence the role of parents in schools and school effectiveness. The practical implications, methodological limitations, and future recommendations are discussed.

The purpose of this study is to investigate the influence of principals’ readiness for change on school effectiveness in secondary schools. The data were collected from 246 principals in low performance school in East Malaysia by cross sectional study method. Readiness for Organizational Changes instrument was used to measure the principals’ level of readiness for change while School Effectiveness Questionnaire was used to measure the principals’ perception towards school effectiveness. The education reforms and recent changes in Malaysia education need all the school leaders to move towards high performing school status. In order to ensure that a school achieves this goal, School Improvement Partners Plus (SIPartners+) was placed in every districts in Malaysia to help the principals in school management and improving their leadership skills. Hence, this processes require high commitment and readiness for change from the principal to adapt the transformation which lead to the school effectiveness. Four main constructs of readiness for changes -appropriateness of changes, management support, change efficacy and personal valence were used as predictors to school effectiveness. The analysis results showed that there is a significant influence between principals’ readiness for change with the school effectiveness. Regression analysis result showed that appropriateness of change and management support were main predictors of school effectiveness. This research findings revealed some meaningful implications to the body of knowledge generally to the Ministry of Education or specifically to the principals and school development.

The purpose of this paper is to explore the principals’ acceptance of School Improvement Partners (SIPartners+) mentoring practice in selected secondary schools in East Malaysia. The case study of four principals in low-performance school was qualitative and interpretive. This paper shows that mentoring practice was still less acceptable by the school principals as they felt that SIPartners+ as an outsider who intervene the school management. The findings dereived from four research questions which related to the needs of mentoring, SIPartners+ competency, SIPartners+ knowledge and SIPartners+ experience. These findings were limited to the sample of principals used for this analysis. Researchers are encouraged to examine SIPartners+ mentoring in other contexts. The results of this research suggested for the practitioners to reflect on their roles in education collaboratively and call for further research on SIPartners+ practices between urban and rural schools. This paper is one of the few documents that studies mentoring in the Malaysian education system. It forms a basis for future empirical research in this area.

Higher Order Thinking Skill (HOTS) is an important skill that is focused in the six aspirations for students through Education Development Plan of Malaysia (EDPM) 2013-2025. Preparing students who are able to master HOTS remain the global education challenge due to the importance of this skill in students in order to prepare them with high marketability value in the future. The transformation of students’ low order thinking skill towards high order thinking skill will be able to produce students who are rooted nationally but think internationally which will altogether create Malaysia’s education system that is equivalent of international education system. Students’ mind transformation can be developed through involvement of learning environment elements which are closely related to the application of HOTS in schools. Thus, this concept paper was written to put forward the issues related to learning environment elements that includes teaching and classroom environment in the application of HOTS among students. The discussions in this article takes into consideration the issues focused by Education Development Plan of Malaysia (EDPM) 2013-2025 that emphasizes HOTS among students in order to create marketability and thus contribute towards the success of nation’s education and economic aspects. This research also suggested a few points of improvements related to the discussed issues, as well as provide guideline to ensure HOTS can be successfully cultivated among students.

Kemahiran berfikir aras tinggi (KBAT) merupakan satu elemen penting yang perlu diberikan penekanan dan dipupuk dalam kalangan murid terutamanya dalam abad ke-21 kini. Ini bertujuan agar generasi muda yang dihasilkan oleh negara adalah yang mempunyai minda kelas pertama, kompetitif dan sekali gus mampu mendapat tempat di peringkat antarabangsa. Kemahiran ini juga merupakan salah satu daripada enam aspirasi murid yang difokuskan dalam Pelan Pembangunan Pendidikan Malaysia. Tujuan kajian ini dijalankan adalah untuk mengenal pasti hubungan antara penguasaan konsep dengan kemahiran berfikir aras tinggi (KBAT) murid Tingkatan Empat Prinsip Perakaunan. Seramai 68 orang murid Tingkatan Empat yang mengambil elektif mata pelajaran Prinsip Perakaunan telah terlibat dalam kajian rintis ini. Responden yang terlibat telah dipilih secara rawak daripada empat buah sekolah dalam tiga daerah yang berbeza di Negeri Selangor iaitu daerah Hulu Langat, daerah Petaling Perdana dan daerah Kuala Langat. Reka bentuk kajian ini merupakan kajian korelasi. Dua instrumen telah digunakan iaitu instrumen soal selidik dan ujian pencapaian. Semua data yang diperolehi dianalisis menggunakan perisian Statistical Package for Social Science (SPSS) versi 23. Hasil analisis dapatan kajian rintis memperlihatkan terdapat perkaitan yang signifikan di antara penguasaan konsep dengan kemahiran berfikir aras tinggi (KBAT). Ini bermakna murid yang dapat menguasai konsep akan dapat menguasai kemahiran berfikir aras tinggi (KBAT) dengan baik.

The mastery of Higher Order Thinking Skills (HOTS) among students is a reflection appropriate learning strategies that students have applied. Therefore, the choice of learning strategies that are relevant to the subjects being studied is seen as contributing to the successful in mastering of HOTS among students. However, does this response also occur in the selection of learning strategies and HOTS’s mastery in Accounting Studies? Hence, this research was conducted with the aim of examining the relationship between HOTS and learning strategies in Accounting Studies. This study is conducted by employing correlation research method on 340 students studying Accounting Studies in Peninsular Malaysia participated in this research through completing a self-administered questionnaire which included the Learning and Study Strategies Inventory (LASSI) and Higher Order Thinking Skills Test. Applying skills, analytical skills, evaluative skills, and creative skills are among the four elements of HOTS tested. The analysis showed that positive significant relationship (r = 0.194) exists between the two variables and the regression equation is an average grade point = 46.442 + 4.349 Learning Strategies. Thus, through correlation and regression analysis, significant regression model between HOTS and Learning Strategies were found.