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This article presents findings on the essential strategies required at the school site and the relevant people responsible for the effective implementation of school-based financial management in Malaysia. Many lessons have been learned since more than a decade of the school-based financial management reform in Malaysia through the establishment of school as Responsibility Centre or Pusat Tanggungjawab (PTj). The government of Malaysia has allocated an enormous amount of money for the education sector during last the few decades to ensure the highest quality of education for Malaysian society. Therefore school finance has to be managed strategically to confirm the best educational outcome through effective resource allocation. This study employed the qualitative approach using the interview method with ten selected principals heading schools with financial autonomy in Malaysia. The findings revealed a few essential strategies that need to be focused by schools both at individual level and school level in order to successfully manage school finances. The collaboration and mutual effort from all stakeholders are expected to bring transformation toward effective school based financial management in Malaysia.

Leadership is an important factor in the effective implementation of technology in schools. This study examines the transformational leadership role of principals to determine whether transformational leadership role of principals in ICT implementation in schools is influenced by the computer competence, level of computer use, and professional development activities of principals. This paper, based on responses from 320 principals in Iran, reports that computer use and professional development activities (on the dimension of ICT and leadership) influence the transformational leadership role of principals in implementing ICT in schools. In addition, the study results show that computer competence has a positive relationship with the level of computer use by secondary school principals and it indirectly influences the transformational leadership role of principals in implementing ICT in schools. It is suggested that ongoing professional development opportunities on dimension of leadership and technology should be provided for principals to increase their levels of proficiency in computer use which will help future research understand the importance of the use of technology in education and to learn to model the transformational leadership components of charisma (idealized influence), inspirational motivation, intellectual stimulation and individualized consideration in their schools. (Contains 7 tables and 1 figure.)

A survey was administered to 400 breast cancer survivors at hospitals and support group meetings in Peninsular Malaysia to explore their level of Internet use and factors related to the Internet use by breast cancer survivors. Findings of this study indicated that about 22.5% of breast cancer survivors used Internet to get information about breast health issues. They had access to computer in their more personalized spaces such as at their home and in their workplace. Breast cancer survivors tended to use Internet to get information about cancer and treatment options especially on radiotherapy, chemotherapy, health management, treatment side effects and dietary practice. Majority of Internet users believed that information on the Internet were not useful to improve their knowledge about health care issues. Also, significant relationships exist between level of Internet use and five independent variables, including, age, education level, annual income, residence, and race/ethnicity. It is suggested that health care providers should realize how Web-based intervention programs can help breast cancer patients and then encourage patients to use Internet to get highly information to integrate them into their medical and psychological care. (Contains 1 table.)

The purpose of this study was firstly to identify the extent to which Iranian secondary school principals used computers and secondly to explore the relationship between a number of variables related to the use of information and communications technology (ICT). Findings indicated that four factors played a role in explaining the level of computer use by principals. These factors included high level of computer access, strong perceptions of the attributes of ICT, high level of computer competence, as well as the high level of transformational leadership behaviors, all contributed significantly to the level of computer use by principals. All four constructs are equally important but have varying impacts on computer use. Therefore, all four constructs should be viewed in an integrated manner in accordance to the conceptual model proposed in this study. (Contains 11 tables.)

Research studies in the past decade have shown that computer technology is an effective means for widening educational opportunities, but most teachers neither use technology as an instructional delivery system nor integrate technology into their curriculum. Studies reveal a number of factors influencing teachers' decisions to use ICT in the classroom: non-manipulative and manipulative school and teacher factors. These factors are interrelated. The success of the implementation of ICT is not dependent on the availability or absence of one individual factor, but is determined through a dynamic process involving a set of interrelated factors. It is suggested that ongoing professional development must be provided for teachers to model the new pedagogies and tools for learning with the aim of enhancing the teaching-learning process. However, it is important for teacher trainers and policy makers to understand the factors affecting effectiveness and cost-effectiveness of different approaches to ICT use in teacher training so training strategies can be appropriately explored to make such changes viable to all.

Leadership is an important component in guiding the teaching-learning process. Principal as school leaders have a major responsibility for initiating and implementing school change through the use of Information and Communication Technology (ICT) and can facilitate complex decision to integrate it into learning, teaching and school administration. Hence, educational leaders must understand, promote and implement the notion that technology integration is not about the technology; it is about focusing on the future generations and leading teachers to a change in pedagogy. However, few studies have empirically examined computer use by principals, their perceived computer competence and their leadership style. This paper will report on these issues from an initial analysis of a baseline data gathered from 30 secondary school principals in Tehran, a large province in Iran. Findings indicate that school principals are using computers for instructional and administrative purposes and they have moderate competency in computer applications. This paper also suggests that the idea of transformational leaders can enhance the computer use in schools. Hence, policy makers must design professional development programs, such as leadership studies, in order to teach the components of transformational leadership; idealized influence, inspirational motivation, intellectual stimulation and individual consideration to future administrators.

As the demand for schools to become more effective and efficient learning communities increases, the need for principals to cultivate broad-based, skilful participation in the work of leadership is essential. It is important for educational leaders to recognise the significance of their role in technology implementation and utilisation. They should be proficient in the use of technology and then provide leadership in the use of technology for administrative, instructional, and learning functions. Relatively few studies have empirically examined the level of computer use by principals, their perceived computer competence and their leadership style. This paper will report on these issues from an initial analysis of baseline data gathered from 30 secondary school principals in Tehran, a large province in Iran. Findings indicate that school principals spent a few times a week working on their computers and they had moderate levels of information technology competency. This paper also suggests that transformational leadership can help school leaders increase successful use of technology in schools. Hence, policy makers must design professional development programmes, such as leadership studies, in order to teach the components of transformational leadership: idealised influence, inspirational motivation, intellectual stimulation and individual consideration to future administrators. (Contains 4 tables.)

This paper raises issues about the role of family members in providing support for breast cancer survivors. Data were collected from 400 breast cancer survivors in Peninsular Malaysia through a custom-designed questionnaire fielded at hospitals and support group meetings. The data were analyzed using descriptive statistics. The analyses show that all family members could be supportive, especially in decision making and help with emotional issues. The spouse was the main support provider among the family members (others were children, parents, siblings and more distant relatives). The results also indicated that a significant percentage practiced collaborative decision-making. Breast cancer survivors needed their family members' support for information on survivorship strategies such as managing emotions, health, life style and dietary practice. The family members' supportive role may be linked to the Malaysian strong family relationship culture. For family members to contribute more adequately to cancer survivorship, it is suggested that appropriate educational intervention also be provided to them.