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Studies have shown that the behaviour of family, friends and significant others shapes young people’s self-belief and interest in Technical and Vocational Education and Training (TVET) programmes. However, limited research has documented how vocational self-efficacy can significantly impact the relationship between perceived social support and students’ interest in Pakistani TVET programmes. Thus, this study utilised quantitative research to examine the role of vocational self-efficacy as a moderator in the relationship between perceived social support and students’ interest in TVET programmes. A total of 386 secondary school students filled out three questionnaires: vocational self-efficacy, perceived social support, and interest in the TVET programmes scale using Social Cognitive Career theory as a theoretical framework. The data were analysed using Structural Equation Modelling (SEM) and statistical analysis using Statistical Package for the Social Sciences (SPSS). The correlation analysis revealed that perceived social support and students’ interest in the TVET programmes were negatively correlated, and vocational self-efficacy was not a moderator. This study benefits the authorities, policymakers, and researchers in supporting TVET programmes in Pakistan.

Technical and Vocational Education and Training (TVET) has been globally recognized as one of the most vital subjects in any educational system. Pakistan is currently confronted with numerous challenges because of globalization and the emergence of new economic and social orders. To satisfy the updated requirements of economic trends, current educational systems must prioritize TVET as the most effective tool for satisfying globalization expectations. This study aimed to determine the demographic differences of secondary school students' interest toward TVET programs, which may be considered success factors for future enrollment initiatives. We perform an in-depth investigation into the relationship between students' interest in TVET programs and their demographic features, including gender, field of education, and geography. A total of 386 secondary school pupils in Pakistan participated in the study. A cross sectional research approach was employed. The mean, frequency, t-test, and ANOVA results were calculated on the collected data using the Statistical Package for the Social Sciences (SPSS). The findings indicate that students' perceptions of their interest in the TVET programs on all three dimensions (i.e. affection, cognition and conation) were somewhat poor. The t-test revealed a statistically significant difference in male and female students' interest in TVET programs. Male students were more interested in TVET programs compared to females. According to their field of education, the one-way ANOVA test revealed a substantial difference in their interest in TVET programs. Tukey HSD post-hoc analysis results suggest that there is a substantial disparity in students' interest in TVET programs in the field of education. The mean scores indicate that students in the humanities group were more interested in TVET programs, followed by bioscience, and computer science. The t-test reveals that students who live in urban regions have a higher level of interest compared to those who live in rural areas. The data gathered from this study provide insight onto the possible approaches academic institutions can take to prepare for and address current problems associated with introducing TVET programs in secondary schools. This paper argues for the need to integrate TVET programs in Pakistan which can promote transformative, lifelong learning and provide vital implications with recommendations for policy and practice.

Novice lecturer professional development is regarded as a continuous process that begins during pre-service lecturer training and continues throughout the academic career. It is focused on enabling and empowering lecturers by improving their professional confidence, teaching skills, and classroom management. The purpose of this paper is to explore the professional development practices of novice lecturers and to comprehend their situation and feelings about these practices at a public university in China. Using a qualitative case study, five novice lecturers were selected to participate in this study. Relevant programs and activities on professional development are analyzed. Semi-structured interviews were conducted to explore the perceptions of novice lecturers. Another data collection method was documentation. The findings indicate that the professional development practices of novice lecturers in this selected university were done by organizing lecturer teaching competitions, teaching ability training, establishing the mentorship system, information technology application ability training. Novice lecturers are generally satisfied with the implementation of these programs and activities and hope that the university could provide more opportunities to help them grow quickly. https://doi.org/10.26803/ijlter.20.10.7

The selection of Professional Learning Community (PLC) as one of the mediums to improve practice is based on the trend and development of practice in developing countries. In PLC, teachers work with a sense of openness, share their experiences, ideas and expertise, and engage in a continuous assessment process that can foster deep team learning and critical reflection. The aim of this study is to investigate the implementation of PLC in improving the competencies of Accounting teachers. A total of seven Accounting teachers teaching Grades 4 and 5 in seven schools in southern Malaysia were selected as participants using purposive sampling. The aim of this study is to investigate the competencies building through the implementation of PLC among Accounting teachers. To achieve this purpose, a qualitative design was used as the guiding framework. Therefore, three data collection techniques were used to obtain rich data, namely semi-structured interview techniques, document analysis and also audio and visual materials analysis. The validity and reliability of the findings of this study were ensured through triangulation, member checks, peer review, audit trail and prolonged engagement. The findings of the study are categorised into 9 themes, namely mastering subject matter, instructional planning, instructional delivery, instructional evaluation, technology application, classroom management, facilitate student, motivate student, and student career development.

Novice lecturers or also known as neophyte lecturers are an important part of higher education institutions, and the early stages of the career among novice lecturers involve the process of adapting to the new role of educators. They need to overcome different challenges and participate in occupational adaptation. The purpose of this study is to explore the occupational adaptation process among novice lecturers in order to promote their career development. The goal is also to provide useful references for the university management to support novice lecturers in making a successful start in order to grow into professional educators. Using qualitative research method, this study engages case study approach to investigate occupational adaptation process through in-depth interviews of two novice lecturers in a public university in China. By analyzing their emotional and behavioral changes in the process of occupational adaptation, findings indicate that the occupational adaptation process of novice lecturers can be subdivided into three stages; namely 1) initial period, 2) transition period, and 3) adaptation period. The transition and division between each period reveal marked changes mainly in psychological, emotional, and behavioral adjustments. Helping novice lecturers understand the characteristics of the three periods may assist them to adapt to their jobs as soon as possible and accomplish greater success in their careers.

This study aims to investigate the effectiveness of the cooperative learning module using Student Teams-Achievement Divisions (STAD) techniques in enhancing students' HOTS achievement in the topic of the digestive system and food absorption. A quasi-experimental design was used in this study to gauge the effectiveness of the module. Purposive sampling technique was used to choose the respondents. The study involved 182 students who represented the experimental group and the conventional group. Students were given an intervention by using Home Science STAD Module for five weeks. Descriptive statistics and paired sample t-test were used to determine the effectiveness of the Home Science STAD module on students’ HOTS achievement. The findings show students' understanding increased for the digestive system and food absorption topics. There was a significant difference in students' HOTS achievement between the experimental learning and conventional learning group. The finding shows the students were actively engaged in teaching and learning. Post-test result shows that the students were able to answer the HOTS question correctly and they can deliver clear explanations and justifications compared to the answers in the pre-test. Findings from this study revealed that the Home Science STAD Module was appropriate to serve as a guideline for teachers who apply and integrate HOTS in the teaching process. Further studies can apply cooperative techniques in other educational contexts in promoting HOTS among students. https://doi.org/10.26803/ijlter.19.7.12

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.

Matlamat pendidikan adalah untuk memastikan setiap murid mencapai perkembangan menyeluruh dan bersepadu berdasarkan pembelajaran berorientasikan pertumbuhan. Namun begitu, pandemik COVID-19 telah memberi kesan signifikan kepada operasi pendidikan. Penutupan institusi pendidikan dalam tempoh panjang menyebabkan murid kehilangan pembelajaran dan menyukarkan perkembangan pertumbuhan mereka. Kemenjadian murid aspek kecemerlangan kognitif, keluhuran sahsiah dan nilai murni serta penglibatan aktif kokurikulum mempunyai hubung kait dengan kepemimpinan pemimpin sekolah. Dapatan kajian lampau menyatakan pemimpin sekolah yang menumpukan pembangunan program pendidikan, kualiti kerja guru dan budaya sekolah ialah kepemimpinan instruksional. Kertas konsep ini menghuraikan cabaran pemimpin instruksional terhadap kemenjadian murid pasca Covid-19. Hasil penelitian, pemimpin instruksional berhadapan cabaran getir bagi membangunkan semula kesejahteraan diri dan potensi murid. Usaha yang teratur dan sistematik diperlukan agar murid pasca Covid-19 meraih semula kemahiran dan pengetahuan yang hilang sepanjang pandemik COVID-19. Kesimpulannya, pemimpin sekolah yang merupakan pemimpin instruksional berkualiti tinggi perlu memberi fokus kepada kesejahteraan diri murid khasnya dalam mendepani situasi pasca Covid-19.

Education is the backbone of a country and it contributes towards economic development by enhancing individual’s market value. Therefore, learners’ achievement in learning and the factor influencing it such as application of learning strategies must be focused on in order to develop high market value among learners. The focus of this study is to review learning strategies that influence learning outcomes. This paper explores the meaning of learning strategies by various researchers. At the same time, it also explores the relationship between dimensions of learning strategies towards learning outcomes and the dimensions are believed to be capable of affecting academic performance. It is concluded that suitable and good learning strategies can lead towards successfulness in learning and academic performance. The findings of previous researchers are also included to support the arguments used in this study.

Purpose The involvement of parents in schools and their contribution towards their children’s academic learning have been a focal point in educational research. The purpose of this paper is to identify the factors that influence parental involvement in secondary schools and subsequently proposed a comprehensive parental involvement model. Design/methodology/approach Research articles, reports and dissertations on the factors that influence parental involvement were reviewed to obtain related empirical evidence for the development of a workable model. Findings A conceptual framework was proposed to understand the factors that influence parental involvement. The role of creativity in principals’ leadership practices and parental involvement in secondary schools were found to be related. Additionally, this relationship was found to be mediated by school practices and school climate. Research limitations/implications A framework on the factors that influence parental involvement guided by literature review and three main hypotheses for testing were proposed, which require further empirical assessment. Practical implications The school–parent partnership shares a common understanding of the educational needs and social development of the children. The school administrators, school community, stakeholders and related policymakers can effectively leverage the findings of this study in the effort to enhance parental involvement within the school context. Originality/value Only a handful of research-based studies probed into the factors that influence parental involvement in secondary schools within the Malaysian context. This study identified several significant factors that enhance parental involvement in secondary schools.

The Malaysian Education Quality Standard 2010 ( SKPM 2010 ) which has been implemented in the Malaysian education administration emphasize on creative and innovative leadership in cultivating excellence in Malaysian schools. From the literature, leadership style that has creative and innovative elements is known as entrepreneurial leadership. This survey aimed to determine Malaysian primary school teachers’ perception on headmasters’ entrepreneurial leadership level, and the difference in the levels according to school type. A total of 324 teachers from 36 primary schools in Peninsular Malaysia participated in the study. Data was analysed descriptively and inferentially. Findings show that according to the teachers, National Schools ( SK ) and National-type Tamil Schools ( SJK(T) ) headmasters practice high level of entrepreneurial leadership, while National-type Chinese Schools ( SJK(C) ) headmasters practice moderate level of entrepreneurial leadership. In addition, findings also revealed that the level of entrepreneurial leadership of SK and SJK(T) headmasters are significantly higher than SJK(C) , and there is no significant difference in the level of entrepreneurial leadership in SK and SJK(T) . The findings of this study implicates that the practice of entrepreneurial leadership is confirmed to be already in place in Malaysian primary schools. This provides a new insight as there are lack of empirical evidence related to entrepreneurial leadership in Malaysian school administration prior to this research. Keywords: Entrepreneurial Leadership; School Performance; Malaysian Primary Schools; Teacher’s Perception Standard Kualiti Pendidikan Malaysia 2010 ( SKPM 2010 ) yang telah dilaksanakan dalam pentadbiran pendidikan Malaysia menekankan kepemimpinan kreatif dan inovatif dalam memupuk kecemerlangan di sekolah-sekolah Malaysia. Dari literatur, gaya kepemimpinan yang mempunyai unsur kreatif dan inovatif dikenali sebagai kepemimpinan keusahawanan. Kajian tinjauan ini bertujuan untuk menentukan persepsi guru sekolah rendah Malaysia terhadap tahap kepemimpinan keusahawanan guru besar, dan perbezaan tahap mengikut jenis sekolah. Seramai 324 guru dari 36 sekolah rendah di Semenanjung Malaysia mengambil bahagian dalam kajian ini. Data dianalisis secara deskriptif dan inferensi. Hasil kajian menunjukkan bahawa menurut guru, guru besar Sekolah Kebangsaan ( SK ) dan Sekolah Jenis Kebangsaan Tamil ( SJK(T) ) mengamalkan kepemimpinan keusahawanan di tahap yang tinggi, sementara guru besar Sekolah Jenis Kebangsaan Cina ( SJK(C) ) mengamalkan kepimpinan keusahawanan di tahap yang sederhana. Di samping itu, hasil kajian juga menunjukkan bahawa tahap kepemimpinan keusahawanan guru besar SK dan SJK(T) adalah secara signifikan lebih tinggi daripada SJK(C) , dan tidak terdapat perbezaan yang signifikan tahap kepemimpinan keusahawanan di SK dan SJK(T) . Hasil dapatan kajian ini mengimplikasikan bahawa amalan kepemimpinan keusahawanan adalah disahkan sudah diamalkan di sekolah-sekolah rendah di Malaysia. Ini memberikan pandangan baru kerana terdapat kekurangan bukti empirikal yang berkaitan dengan kepemimpinan keusahawanan dalam pengurusan sekolah di Malaysia sebelum penyelidikan ini dijalankan. Kata Kunci: Kepimpinan Keusahawanan; Prestasi Sekolah; Sekolah Rendah Malaysia; Persepsi Guru

This study’s principal objective is to investigate the relationship between student engagement in learning entrepreneurship education and entrepreneurial intention among students in a vocational college. The selected vocational colleges are located in Selangor, Negeri Sembilan, and the Federal Territory of Kuala Lumpur. A quantitative approach method was employed where questionnaires were distributed among first-year students enrolled in diploma courses offered by 16 vocational colleges. A sample of 244 students was chosen through stratified random sampling to participate in the study. The descriptive analysis results show that the entrepreneurial intention and student engagement in learning entrepreneurial education among vocational college students were both at a moderate level. The correlational analyses show a moderate-level, positive, and significant relationship between engagement in learning entrepreneurship education and entrepreneurial intention. Among the six variables, only engagement in learning, engagement with academic staff, and engagement in communities predict entrepreneurial intention with an explanation of 84.7%. This indicates that engaging students in the learning of entrepreneurial subjects and skills are essential in fostering their internal motivation and help to build confidence toward starting a business venture and becoming their boss rather than hunting for jobs after college.

Entrepreneurial knowledge is important and it has been adopted in numerous curriculum and subject matters. Even though the embedding of the entrepreneurship syllabus in the curriculum might be able to enhance the knowledge of the students and subsequently trigger their interests in business, very often students would forget about it once they graduated from the program and fail to put their entrepreneurial knowledge to use. One of the common postulations was the lack of effective teaching by the teachers. Based on this assumption, a case study was conducted to explore the competency requirement of teachers related to the teaching of entrepreneurial-based knowledge and to investigate the process of teaching and learning entrepreneurship curriculum in the classroom settings. A semi-structured interview was conducted to the 7 informants. The informants were chosen using purposive sampling from the selected vocational colleges (3 instructors, 3 students, and 1 director). In-depth and constant comparative analysis was utilized to validate the themes. We triangulated the narratives along with five other sources of data, including note-taking via observations, document analysis of lesson plan, curriculum content, policy, and guidelines. NVIVO software was used to organize the narratives and guide the thematic analysis findings. The findings demonstrated that entrepreneurial competency is important for the engineering TVET instructors to pass on the necessary entrepreneurial skills to students. In view of the latest trends in business and marketing strategies and wide application of gig economy, the range of competency in entrepreneurial skills identified in shaping the future orientation of entrepreneurial fields.

Kolej vokasional (KV) memberi peluang kepada pelajar kategori lemah dan sederhana pencapaian akademik melanjutkan pelajaran dalam pelbagai aliran kemahiran mengikut bakat dan minat masing-masing. Kementerian menetapkan sasaran sebanyak 10 peratus daripada mereka menceburi bidang keusahawanan. Walau bagaimanapun, peratusan graduan yang bekerja sendiri di KV adalah rendah berbanding graduan politeknik dan kolej komuniti iaitu 7.7 peratus pada tahun 2018. Sehubungan itu, kajian ini bertujuan untuk menentukan hubungan antara norma sosial, sikap dan efikasi kendiri keusahawanan dengan tekad keusahawanan di 16 buah KV meliputi Selangor, Wilayah Persekutuan Kuala Lumpur dan Negeri Sembilan. Seramai 244 orang pelajar tahun 1 Diploma Vokasional Malaysia telah dipilih sebagai responden kajian menggunakan teknik pensampelan rawak berkelompok mengikut negeri. Hasil kajian mendapati efikasi kendiri dan tekad keusahawanan pelajar KV berada pada tahap sederhana, manakala norma sosial dan sikap keusahawanan berada pada tahap tertinggi. Analisis kolerasi pula menunjukkan hubungan positif yang kuat serta signifikan antara sikap dan efikasi kendiri keusahawanan dengan tekad keusahawanan. Walau bagaimanapun, norma sosial dan tekad keusahawanan menunjukkan hubungan positif yang signifikan dengan kekuatan korelasi yang sederhana. Ini menunjukkan sikap dan efikasi kendiri keusahawanan adalah penting dalam pembentukan tekad keusahawanan dalam kalangan pelajar-pelajar KV. Namun begitu, dorongan dan sokongan masih juga diperlukan apabila mereka terlibat dalam aktiviti keusahawanan. Pengalaman yang diperolehi akan menguatkan kepercayaan terhadap diri sendiri dan seterusnya lebih meningkatkan tekad keusahawanan mereka untuk menceburkan diri dalam bidang keusahawanan.

This research explored two important constructs in 21st century e-education—students’ MOOC-efficacy and meaningful learning among undergraduate students in selected public universities in Malaysia. Its main objective was to examine the causal relationship of students’ MOOC-efficacy on meaningful learning. The study conceptualized students’ MOOC-efficacy in four dimensions (i.e. information searching, making queries, MOOC learning, and MOOC usability), while conceiving meaningful learning as having five dimensions (i.e. cooperative learning, active learning, authentic learning, constructive learning, and intentional learning). This research applied cross-sectional survey design. Data were collected with a 52-item questionnaire whose reliability indexes ranged from 0.822 to 0.890 for the dimensions. The study's population was identified as university students who have had some experience with MOOCs and who willingly volunteered to participate in the research. A sample of 603 respondents was drawn through simple random sampling. The full-fledged Structural Equation Modeling (SEM) was adopted for data analysis. The finding indicated that students’ MOOC-efficacy was positively associated with meaningful learning. The results show that students’ MOOC-efficacy explains 67% of the variance in meaningful learning. The fit indices indicate an adequate fit: RMSEA = 0.041, CFI = 0.923 and χ2/df = 2.067. The finding provides further insights into what works in an open online environment. The insights may be used to fulfill learners’ needs and preferences. MOOC-efficacy interventions are crucial in order to encourage students’ meaningful learning in the e-learning platform. Keywords: Massive Open Online Course (MOOC), meaningful learning, students’ MOOC-efficacy