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An empirical study requires an initial survey or also known as a pilot study. This is to ensure the validity and reliability of the measuring instrument can be used in real studies better. This article aims to determine the validity and reliability of the questionnaire. This questionnaire was developed as an adaptation of the Policy Acceptance questionnaire by Tamra, Pierce in 2014. The findings of the study show that the validity and reliability of the study reached the minimum required level. It is hoped that this study contributes to academic development and is able to provide good information to implementers of education policy.

The Philosophy of National Education in Malaysia is indeed playing a big role in developing students' potential in leadership practice. Students are the backbone of future leadership. This study aims to identify the level and differences of student leadership practices among National Secondary School students in the eastern zone of Malaysia. A quantitative survey using a questionnaire as the instrument was conducted on 394 students selected through random cluster sampling. The instrument used was adapted from the Inventory of Student Leadership Practices (S-LPI) to measure the dimensions of student leadership. The results showed the findings of the level and differences of student leadership practices based on aspects of gender, co-curricular activities and dimensions in the Student Leadership Model. The study finding is hoped to help achieve the National Education Philosophy's target which is to develop the potential of students and prepare great future leaders needed by the country and the people.

The article describes a new understanding of how to instill student leadership practice towards teamwork through co-curricular activities in secondary students. The Malaysian Education Development Plan (PPPM) 2013-2025 specifies that students should be able to lead and work in a team as students are the frontrunners in future leadership. The study method used was a quantitative survey using a questionnaire to identify student leadership practices and their relationship with student teamwork in Malaysia. The study respondents comprised 446 students selected through random group cluster sampling. The findings showed a significant relationship between student leadership practices and teamwork based on gender aspects. The results also showed a strong and significant positive relationship between student leadership practices and teamwork among respondents (r = .760, p < .01) and student leadership variance of 51.3% in teamwork (r²=.513, F=155.253) This study also showed that only two dimensions of student leadership practices namely ‘setting shared vision’ (β = .446, p < .01) and ‘setting motivating action’ (β = .186, p < .01) acted as the predictor of teamwork for students participating in co-curricular activities. New research results from this study proved that the practice of student leadership in co-curricular activities had improved teamwork skills, especially in developing student's leadership potential, and it can also attract students' interest in active involvement. The implication of this study is to provide students with leadership practice and teamwork skills as they are essential for future human models' marketability.

This article aims to survey the scope of mobile learning in educational institutions in Malaysia during the Covid-19 pandemic. M-learning is a suitable alternative method used during the Covid-19 pandemic for students to learn at home. The review focuses on implementing remote teaching for engineering laboratory courses during pandemic Covid-19—article journal selected from the Science Direct and Web of Science (WoS) database. The articles were evaluated, reviewed, and analysed through eligibility process. Technology elements can make students more fun in learning, motivated and skilled through mobile learning. This study can prepare students to apply the device in a broader learning process to acquire new knowledge and skills regardless of time and place. This paper recommends that further studies look at how learning material quality factors can influence students' decision to accept m-learning in the Covid-19 pandemic crisis.

This study aims to identify the patterns and relationships of smartphone use on adolescent well-being. This study uses qualitative research methods through document analysis. The Document Analysis method in this study uses the Preferred Reporting Items Systematic Reviews and Meta-Analysis (PRISMA) technique. A systematic review of 32 studies was conducted to investigate the patterns and relationships of smartphone use on adolescent well-being. The results of the study found that there are four patterns that have been identified that can affect the well-being of adolescents. The four patterns are health, social, behavioural, and educational aspects. Based on the findings of this study, it is clearly proven that there is a relationship between smartphone use and adolescent well-being. However, negative effects were found to be higher than positive ones. Therefore, the use of smartphones among adolescents should be controlled and given attention by various parties such as parents, teachers, and the government.

Authentic leadership is one of the areas discussed in the modern leadership literature in recent times by researchers and practitioners. Nevertheless, the issue of the increasing trend of early retirement among teachers has caused disruption to educational policy planning. This is due to changes in leadership patterns that also encourage early retirement. Therefore, this quantitative study by cross -sectional survey aims to analyze the dimensions of authentic leadership and job satisfaction of teachers in primary schools in Kuala Nerus district, Terengganu. In addition, the influence between authentic leadership and teacher job satisfaction was also the objective of this study. The instrumentally was adapted from previous studies collected from 289 teachers randomly selected through stratified random sampling technique. Data were analyzed using descriptive statistics, inferential statistics and Structural Equation Model (SEM) with the help of AMOS software. The CFA findings showed four dimensions and 12 behaviors in authentic leadership as well as 15 behaviors for teacher job satisfaction were accepted and validated. In addition, the findings of the study also found that authentic leadership affects teachers' job satisfaction at a rate of 34.4%. Finally, this study successfully developed a model for measuring authentic leadership and teacher job satisfaction. It is hoped that this study can contribute to the development of the practice of leadership style of headmasters so as to provide optimal job satisfaction to teachers in suburban primary schools.

Love is a worldwide known phenomenon that affects many aspects of human life, including considering a romantic partner with whom to bond. Thus, developing a reliable and valid measure of love experiences is crucial. One of the most popular tools to test love levels is Sternberg's 45-item Triangular Love Scale (TLS-45), which measures three love components: Intimacy, Passion, and Commitment. However, our literature review reveals that the majority of studies (64%) use a broad variety of shortened versions of the TLS-45. To achieve scientific consensus and improve the reliability, comparability, and generalizability of results across studies, here, we develop a short version of the scale–the TLS-15–which contains 15 items with a 5-point rather than 9-point response scale. In Study 1 (N = 7,332), we re-analyzed secondary data from a large-scale multinational study that validated the original TLS-45 to establish whether the scale could be truncated. In Study 2 (N = 307), we provided evidence for the three-factor structure of the TLS-15 and its reliability. Study 3 (N = 413) confirmed convergent validity and test-retest stability of the TLS-15. Study 4 (N = 60,311) presented a large-scale validation across 37 linguistic versions of the TLS-15 on a cross-cultural sample spanning every continent of the globe. The overall results provided support for the reliability, validity, and cross-cultural invariance of the TLS-15, which could be used as a measure of love components–separately or jointly as a three-factor measure.

The worldwide Covid-19 pandemic has significantly changed the leadership style of Malaysian school leaders. To balance the current leadership challenges of the pandemic and the rapidity of technology, school leaders must think ahead and infuse new ones in leadership styles. As a result, the purpose of this study was to identify the functions and behaviours of new leadership styles of school leaders. The results of the questionnaire analysis collected from 103 respondents (principals=74) and (headmasters=29) school leaders using SEM AMOS successfully identified and validated nine functions and 42 behaviours in the new school leadership style. These functions are virtual meetings, virtual forums or discussions, sharing of new information, file sharing, virtual communication, supervision of digital technology-assisted teaching, monitoring student performance with digital technology, promoting development and professionalism. These functions include virtual meetings, virtual forums or discussions, the dissemination of new information, file sharing, virtual communication, the supervision of digital technology-assisted teaching, the monitoring of student performance with digital technology, and the promotion of development and professionalism. This study is expected to have a significant impact on school leaders' use of new leadership styles in the school.

The 21st century has become a challenging moment for all sectors including education. The rapid advancement of technology has brought a huge impact to leadership style among school leaders in Malaysia. Hence, this quantitative identified the level of technology-aided leadership and analyze the behavioral constructs that contribute to technology-aided leadership. A total of 365 questionnaires adapted from the national educational technology standards for administrators (NETS-A) were answered by respondents. statistical packages for social sciences (SPSS) version 26 and Smart PLS 3 were used to analyze the data. Interestingly, the results revealed that the level of technology-aided leadership is high and the six constructs of technology-aided leadership among principals are valid. The constructs are i) Productivity and professional practice; ii) Teaching and learning; iii) Social, legal, and ethics; iv) Leadership and vision; v) management support and operations; and vi) Assessment and evaluation. In general, school leaders should take the opportunity to develop themselves to become high-tech leaders. Meanwhile, the 31 indicators that are verified in this study can be used to evaluate the behavior of technological leadership. Finally, further research is strongly encouraged to enlarge the scope by collecting the data from all Malaysian states to obtain more accurate and generalizable results.

This needs analysis study was undertaken to obtain a preview of the acceptance of Geo-Education Module as a new module in environmental education. This study focused on the needs of module building, the importance of knowing the natural ecosystem, the need for exposure to natural disasters and sustainable lifestyles. This study used a mixed method that combined quantitative and qualitative data. This design of quantitative research involved a survey through questionnaires distributed online. A total of 192 trainee teachers from the Institute for Teacher Education and Public University located in the north of peninsular Malaysia were selected. While the qualitative study involved interviews with five study participants. The findings showed that this module is in high demand for teaching environmental education and were important in providing information to teachers and students. The findings also indicated that the majority of respondents were aware of the aspects of environmental protection that are important to be applied in various fields of study. The importance of creating materials or modules that touch on current aspects is an ongoing step in developing future strategies for preparing for any natural disaster. The implications of developing modules in the current context were discussed in this study.

Education for sustainable development allows each modern humans being to obtain the information, skills, attitudes and principles necessary to shape a sustainable future. The word Geo derives from the Greek word meaning "earth" which can also be interpreted in the sense of land, global or Earth-related. The purpose of this study is to analyze expert consensus for the new educational module, Geo-Education. The objective of this study is to obtain from 12 expert views to build the questionnaire of Fuzzy Delphi Method (FDM) in 10 points Likert scale and consensus on Primer; Natural Ecosystem; Issues and Problems; Sustainable Lifestyle; and Cross-Curricular. The methodology of this research used quantitative fuzzy Delphi analysis. The instrument consists of five sections covering 25 review items for expert consensus. The findings show that experts have consensus agree on all 25 items exceeds 75%, and all defuzzification values for each item exceeds the value of α-cut = 0.5. That means all those items are accepted by the experts. Fuzzy Delphi Method enhanced the accuracy of the questionnaire about Geo-Education module. This study has provided preliminary information on Geo-Education module aspects that need to be focused on Primary; Natural Ecosystem; Issues and Problems; Sustainable Lifestyle; and Cross-Curricular in the process of developing effective teaching and learning modules. The implication concludes that the Geo-Education Module can be used as guidance to the Ministry of Education Malaysia to supplement the teaching materials to teachers training institutes.

This study aims to identify critical success factors of sustainable leadership success. A total of 629 teachers were involved in answering the questionnaires that were distributed. Meanwhile, 4 school principals and 8 teachers were involved in semi-structured interviews to support quantitative findings. The findings showed that all factors of sustainable leadership namely; Focus on Pupils, Lateral Capacity Building Through Networks, Sustain Work Positive Environment, Deep Learning, Intelligent Accountability and Vertical Relationships, and Commitment to Changing Context at All Levels, were practiced at high levels in the schools. Meanwhile, the qualitative findings support three critical success factors in sustainable leadership which are Sustain Work Positive Environment, Commitment to Changing Context at All Levels and Deep Learning. Thus, this study provides information to stakeholders and contribution to the academic research field.

The impact of the development of the Industrial Revolution 4.0 (IR 4.0) also involved the communication element. This new medium of communication has taken its place recently in the most community to create a virtual community. Therefore, this quantitative study of 202 respondents was carried out to identify the contribution of this new medium of digital communication in the relationship between principal leadership and collaborative community in schools. The data were collected through the questionnaire and analysed using AMOS software version 22. It was found that principal's leadership contributed significantly to digital communication (β = .073, CR = 6.393, P = .000), the new medium of digital communication also contributed significantly to the collaborative community (β = .149, CR = 7.787, P = .000), and its' also contributed as a mediator between principals leadership and community at schools. These findings indicate that the relationship between school principals and collaborative community can be enhanced by the use of a new medium of digital communication such as WhatsApp, Telegram and any other methods. Through this study, a model of collaborative community measurement was developed. This model can be used as a guidance for all the principals to apply this medium in school and also provides a clear signal for the school leaders to achieve the ninth shift of Malaysia Education Blueprint (PPPM 2013-2025) that is a collaboration with parents, communities and the private sector as a whole.

Authentic leadership principals are an alternative to leadership styles within an organisation intended to create more effective administration in maintaining the trust of subordinates, meeting job expectations, and being able to implement change despite facing challenges. However, authentic leadership capabilities of school-style leadership adaptations are still relatively new and unfamiliar. This study aimed to identify the authentic leadership practices applied by school principals and their relationship to the commitment of national secondary school teachers in the district of Pendang in a northern state of Peninsular Malaysia. The research method used was a quantitative survey using a standardised questionnaire. The study respondents consisted of 254 teachers randomly selected from ten national secondary schools under the leadership of principals. The instrument used was adapted from the Authentic Leadership Questionnaire (ALQ -version 1) to measure the dimensions of authentic leadership. Furthermore, the questionaire of organizational commitment was used to measure the level of teachers’ commitment to the organisation. Data processing was performed using SEM-PLS 3.0. Results showed that the internalised moral perspective dimension of authentic leadership significantly influenced teacher commitment. The leaders with these attributes should combine their principles and behaviours in keeping with internal moral standards. This approach should affect the attitudes of teachers and create a changing environment.

People across the world and throughout history have gone to great lengths to enhance their physical appearance. Evolutionary psychologists and ethologists have largely attempted to explain this phenomenon via mating preferences and strategies. Here, we test one of the most popular evolutionary hypotheses for beauty-enhancing behaviors, drawn from mating market and parasite stress perspectives, in a large cross-cultural sample. We also test hypotheses drawn from other influential and non-mutually exclusive theoretical frameworks, from biosocial role theory to a cultural media perspective. Survey data from 93,158 human participants across 93 countries provide evidence that behaviors such as applying makeup or using other cosmetics, hair grooming, clothing style, caring for body hygiene, and exercising or following a specific diet for the specific purpose of improving ones physical attractiveness, are universal. Indeed, 99% of participants reported spending >10 min a day performing beauty-enhancing behaviors. The results largely support evolutionary hypotheses: more time was spent enhancing beauty by women (almost 4 h a day, on average) than by men (3.6 h a day), by the youngest participants (and contrary to predictions, also the oldest), by those with a relatively more severe history of infectious diseases, and by participants currently dating compared to those in established relationships. The strongest predictor of attractiveness-enhancing behaviors was social media usage. Other predictors, in order of effect size, included adhering to traditional gender roles, residing in countries with less gender equality, considering oneself as highly attractive or, conversely, highly unattractive, TV watching time, higher socioeconomic status, right-wing political beliefs, a lower level of education, and personal individualistic attitudes. This study provides novel insight into universal beauty-enhancing behaviors by unifying evolutionary theory with several other complementary perspectives., National Science Center, Poland [2019/33/N/HS6/00054]; Basic Research Program at the National Research University Higher School of Economics (HSE University); Basic Research Program at HSE University, RF; FCT [UID/PSI/03125/2021, SFRH/BD/126304/2016]; UTAR Research Centre Excellence Award; Universiti Tunku Abdul Rahman [2019 -CAP (6401/0019)], This work is the result of the research project funded by the National Science Center, Poland (2019/33/N/HS6/00054). Dmitry Grigoryev was supported by the Basic Research Program at the National Research University Higher School of Economics (HSE University).; Dmitrii Dubrov was supported by the Basic Research Program at HSE University, RF.; Patricia Arriaga was supported by the FCT through funds from the research center UID/PSI/03125/2021. Anabela C. Santos was supported by the FCT through funds from a PhD grant SFRH/BD/126304/2016. Kavitha Nalla Muthu and Chee-Seng Tan were supported by the UTAR Research Centre Excellence Award 2019 -CAP (6401/0019) from the Universiti Tunku Abdul Rahman.

The COVID-19 pandemic has spread throughout the world, and concerns about psychological, social, and economic consequences are growing rapidly. Individuals’ empathy-based reactions towards others may be an important resilience factor in the face of COVID-19. Self-report data from 15,375 participants across 23 countries were collected from May to August 2020 during the early phases of the COVID-19 pandemic. In particular, this study examined different facets of empathy—Perspective-Taking, Empathic Concern, and Personal Distress, and their association with cross-cultural ratings on Individualism, Power Distance, The Human Development Index, Social Support Ranking, and the Infectious Disease Vulnerability Index, as well as the currently confirmed number of cases of COVID-19 at the time of data collection. The highest ratings on Perspective-Taking were obtained for USA, Brazil, Italy, Croatia, and Armenia (from maximum to minimum), on Empathetic Concern, for the USA, Brazil, Hungary, Italy, and Indonesia, and on Personal Distress, from Brazil, Turkey, Italy, Armenia, Indonesia. Results also present associations between demographic factors and empathy across countries. Limitations and future directions are presented.

This study conducted to develop a measurement model for measuring Geo-Education in Malaysia context. This cross-sectional survey involved 245 trainee teachers in Universities and Institut Pendidikan Guru Malaysia (IPGM). The data collection was made through a set of questionnaires and analyzed using SEM-AMOS. There are four main elements measured, which are loading factors, convergent validity, discriminant validity, and composite reliability. The findings indicated that Geo-Education had a significant contribution to the proposed constructs, namely primer, issues, ecosystem, lifestyle, and cross-curricular elements. A model of Geo-Education was successfully developed in this study using these five constructs, namely primer, issues, ecosystem, lifestyle, and cross-curricular elements. This study also identified twenty-five behaviours of Geo-Education among the trainee teachers in Malaysia. The findings of this study are essential as a guideline for Malaysian teachers to implement the concept of Geo-Education in Malaysia. Additionally, the application of this subject as cross-curricular elements in the Malaysian curriculum is essential to ensure the success of the implementation of Education Sustainable Development (ESD) in the school environment.

The organizational environment includes not only the landscape of a school, but also the components of school learning resources, student relations, communication-collaboration, decision-making and instructional innovation. According to the ministry of education, many schools do not have the new facilities needed for successful teaching and learning to meet the potential needs of the workforce. Further investigation is still needed as to how these elements make teachers enjoy a working environment, particularly in Kedah, Malaysia. It would also help the State department of education to address unresolved school issues. The aimed of this research is to examine primary school teachers' understanding of their teacher satisfaction and organizational environment. The design of this study was mix-method consisting of a survey (quantitative approach) and a semi-structured interview (qualitative approach). A sample of 220 teachers in 23 primary schools in Alor Janggus, Kedah participated in this study. On the other hand, a total of 20 teachers were interviewed to identify factors that would lead to teacher satisfaction at work and an organizational environment. The content analysis was used to identify the themes that emerged from the semi-structure interview. The themes emerged from the semi-structure interviews are student relationships, decision-making, school infrastructure, teamwork and educational creativity. Suggestions for future research are discussed in more detail.

Competent teachers are the most important capital in boosting the nation's education system in line with other developed countries in the world. This quantitative study aims to develop a model for measuring the teaching competency of a secondary school teacher in Malaysia. This measurement model has contained three functions namely (i) teaching and learning strategies, (ii) teacher and student communication, and (iii) teachers' professionalism value. The results of confirmatory factor analysis from the collected data through 352 respondents that were analyzed by SEM AMOS found that 17 of the 20 suggested behaviors are acceptable. This finding was verified the proposed function within the teaching competence variables. Finally, a successful teachers’ teaching competency measurement model has been developed and can be used to any responsible parties to encourage and in-crease competency among teachers.

Teachers' competence has been identified as the most effective contributor to student’s achievement. Despite high expectations, diversity of backgrounds and student variations have led to the teaching and learning process to be challenging, causing teachers to be less clear to choose the best teaching method to be implemented in the classroom. This study was conducted to develop a model for determining the best constructs and skills to measure teaching competence. This cross-sectional survey study involved 328 teachers of secondary schools at province of Terengganu, Malaysia. The data were collected through questionnaires and analysed using SEM-AMOS by emphasizing four main elements of measurement such loading factor, convergent validity, discriminant validity and composite reliability. This study had successfully developed a measurement model of teacher's teaching competency that contains constructs of (i) communication with students, (ii) teaching strategies, and (iii) classroom management. The findings also identified 21 behavioural skills that teachers can use to improve their teaching competence. It is recommended to all parties whether teachers or educational leaders to utilize this result towards empowering the quality of teacher’s teaching, especially in terms of improving the training curriculum, teaching supervision, incentive schemes, promotions and so on. https://doi.org/10.26803/ijlter.18.8.2

The ability of instructional leadership practices in shaping positive school culture is well known. Similarly, it is also proven that this kind of school leadership could strengthen teachers’ commitment. However, the research tended to focus on conventional instructional leadership and the ability of virtual instructional leadership to produce such impact remains unclear. Therefore, this study investigated the influence of virtual instructional leadership on teachers’ commitment. Based on Meyer and Allen’s Organizational Commitment Model the research model developed and analyzed using partial least squares-structural equation modeling (PLS-SEM). The finding revealed a positive impact of principals’ virtual instructional leadership practices towards teachers’ commitment in schools. Despite this, the study also discovered that normative and continuous commitments are not the fit dimensions for teacher’s commitments in the context of virtual instructional leadership, which is quite shocking. Hence, this would be a fruitful area for further works.

Prior and ongoing COVID-19 pandemic restrictions have resulted in substantial changes to everyday life. The pandemic and measures of its control affect mental health negatively. Self-reported data from 15,375 participants from 23 countries were collected from May to August 2020 during the early phases of the COVID-19 pandemic. Two questionnaires measuring anxiety level were used in this study-the Generalized Anxiety Disorder Scale (GAD-7), and the State Anxiety Inventory (SAI). The associations between a set of social indicators on anxiety during COVID-19 (e.g., sex, age, country, live alone) were tested as well. Self-reported anxiety during the first wave of the COVID-19 pandemic varied across countries, with the maximum levels reported for Brazil, Canada, Italy, Iraq and the USA. Sex differences of anxiety levels during COVID-19 were also examined, and results showed women reported higher levels of anxiety compared to men. Overall, our results demonstrated that the self-reported symptoms of anxiety were higher compared to those reported in general before pandemic. We conclude that such cultural dimensions as individualism/collectivism, power distance and looseness/tightness may function as protective adaptive mechanisms against the development of anxiety disorders in a pandemic situation. Ministry of Science and Higher Education of the Russian Federation [075-15-2020-910]; Deanship of Scientific Research at King Saud UniversityKing Saud University; Hungarian Scientific Research Fund (OTKA)Orszagos Tudomanyos Kutatasi Alapprogramok (OTKA) [K125437] In Russia (V.N.B., M.L.B., J.F.), this article was prepared in the framework of a research grant funded by the Ministry of Science and Higher Education of the Russian Federation (grant ID: 075-15-2020-910). The authors extend their appreciation to the Deanship of Scientific Research at King Saud University for funding this work through Support to Ahmad M. Alghraibeh (Saudi Arabia). Data collection in Hungary was supported by the Hungarian Scientific Research Fund (OTKA) awarded to the twenty-seventh author (K125437). WOS:000638899900001 2-s2.0-85104184486

The dataset presents the relationship between Teacher Self-Concept (TSC) and Teacher Efficacy (TE) as the predictors predicting burnout. Three components of burnout involved are Emotional Exhaustion (EE), Depersonalization (DP), and Reduced Personal Accomplishment (RPA). Various statistical approaches such as Content Validity Index (CVI), Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Covariance-Based Structural Equation Modeling (CB-SEM) were addressed. Eight hundred seventy six Indonesian teachers form 3 provinces were willing to get involved by filling in the instrument. The data can be used for the educational institutions and centers to issue policies overcoming burnout among teachers, teachers to understand factors affecting their burnout, and future researchers extend the model offered by this dataset. This dataset is co-submitted from Heliyon entitled “Teachers’ burnout: A SEM analysis in an Asian context” [1].

The rapid growth and change in education has forced teachers to find up to date knowledge to improve their teaching pedagogy in the classroom. Whats more, the latest development is to produce students who are capable of thinking at a high level thinking skills (HOTS). Therefore, teachers should need guidance in realizing Ministry of Education aspirations. Hence, this study was conducted to identify the influence of dimensions of knowledge and interpersonal skills within SISC + officer on improving teacher teaching competency. The method of the study was to use a quantitative method of questionnaire containing five points of likert scale. The instrument of the study was taken from a questionnaire developed by Pejabat Pendidikan Daerah Kluang (2015) for coaching of SISC + (16 questions). Whereas teacher teaching competency instrument (22 questions) is a questionnaire adapted from Spencer and Spencer (1992). A total of 186 teachers from six Jelis district secondary schools were involved in the study. Data were analyzed using IBM SPSS version 25.0 to find mean values, standard deviations, Pearson correlations and Stepwise regression. The findings show that the level of SISC + coaching and teacher teaching competency are at a high moderate level. This shows that the teachers are accepting the SISC+ coaching program but with modification. Furthermore, the study shows that there is a positive but significantly weak relationship between SISC + coaching and teacher teaching competency. Therefore, SISC + officers need to continue to guide teachers to meet their needs as efficient instructors and follow the guidelines set for more positive relationship. Moreover, the regression statistic showed that SISC+ knowledge dimension do influences but only 6.3% towards teacher teaching competency, whereas interpersonal dimension was not significant. Further study by longitudinal study and interview should be conducted to find the causes of weak relationship and almost not influencing between SISC + coaching and teaching competencies (Knowledge and Interpersonal).

Researchers in educational psychology have researched Teacher Self-Concept (TSC) and Teacher Efficacy (TE) as two main predictors predicting burnout. Guided by a model developed by Zhu, Liu, Fu, Yang, Zhang & Shi (2018), the researchers aimed at building a model involving TSC, TE, and three components of burnout; Emotional Exhaustion (EE), Depersonalization (DP), and Reduced Personal Accomplishment (RPA) through Structural Equation Modeling (SEM). The researchers investigated predicting factors of burnout by reporting TSC and TE that might directly affect the components and examine the probability of TE to become a mediator of the correlation between TSC and burnout. This research also examined whether the difference emerges constantly among demographic information (gender and teaching experience) regarding all involved variables. A sample of 876 teachers across three Indonesian provinces completed a printed form of questionnaires. Some statistical procedures namely Content Validity Index (CVI), Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Covariance-Based Structural Equation Modeling (CB-SEM), and t-test were conducted. Findings informed that the model is valid and reliable. TSC could directly affect EE, DE, and RPA, as well as indirectly influence them mediated by TE. Besides, TE is also reported to have significant relationships with EE, DE, and RPA. No significant differences in terms of age and teaching experiences emerge, except for EE., Teachers, TSC, TE, Burnout, Gender, Teaching experience, Education; Educational psychology; Health education; Pedagogy; Teaching research, Psychology.

Effective instructional leader was identified as a key factor for school effectiveness. School leaders should pay full commitment to improve the quality of teaching and learning in the classroom. This study was conducted to identify the relationship of virtual instructional leadership practices and teaching competency among school teachers. Data were collected through questionnaires from 352 respondents and analyzed using SEM. The result shown all the three dimensions that was suggested for the virtual instructional leadership and teaching competency were significant. Beside that, the finding also shown that virtual instructional leadership contributed significantly toward teaching competency guru (s= 0.427, C.R = 6.758, P= .000). Finally, the study was successfully developed an interactional model between virtual instructional leadership and teaching competency (x2=1928.732, dk=926, P=

Communication is one of the main elements in determining the success of an organization. At school, effective communication between principals and teachers is very important in determining school effectiveness, especially in the aspect of teaching and learning. Yet, the school principals are very much occupied with routine managerial and administrative tasks which have inevitably limit the effective communication between principals and teachers. The study was aimed to identify the influence of the communication pattern toward virtual instructional leadership and teachers’ teaching competencies. Data from 352 respondents collected through questionnaire were analysed using AMOS version 22. The finding showed that the indirect effect value of virtual instructional leadership toward teachers’ teaching competencies (s=.369) is smaller than its total effect (s=.582). This indicated that the communication pattern has some influence on virtual instructional leadership. Finally, this study has successfully developed a model depicting the relationship between virtual instructional leadership and teacher teaching competency.

Seismic refraction survey is a non destructive method used in site investigation to identify the seismic velocity subsurface strata. Although it is widely known, the reliability of the result is still doubtable for some reason as well as due to an engineer’s ignorant, which insist on using conventional method rather than new advanced method causing the lack of usage in geophysical method for testing. This study aims to produce a correlation between P-wave velocity value and point load strength index value for shale. Both field and laboratory tests were carried out. In order to obtain the P-wave value, seismic refraction method was conducted as a field test at Precint 4, Putrajaya, Malaysia to achieve the Pwave velocity value of the shale bed. Ten samples of shale were collected from the field and laboratory tests were conducted. The tests are divided into three sections, namely non-destructive laboratory test, physical properties test and mechanical properties test. Ultrasonic Velocity Test via PUNDIT test was conducted as non-destructive laboratory test to acknowledge the P-wave velocity value in laboratory. Both field and laboratory P-wave velocity value were then compared and the result delivers are reliable due to it is within the range. For physical properties test, the rock density and porosity were acknowledged. Meanwhile, Point Load Test was conducted as mechanical properties. Correlation for both Pwave velocity value and point load strength value were achieved via producing an empirical relationship as the end result. Prediction of uniaxial compressive strength (UCS) value was made via converting the point load strength value to UCS value using a correlation. By acknowledging this empirical relationship, it shows that geophysical methods are able to produce a reliable result. Hence more and widely used of geophysical method will be profound in the future.