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The purpose of this study was to explore the role, experiences, and challenges of principals in Orang Asli primary schools during the Covid-19 pandemic. The study is a qualitative study using purposive sampling to select the informants. The data was gathered from in-depth semi-structured interviews with the principals. "Roles and responsibilities," "challenges during the Covid-19 epidemic," and "strategies and expectations" were the three primary themes discovered throughout the analysis. The findings of the study emphasized the critical role of principals in managing their schools, especially during unprecedented situations such as the Covid-19 pandemic. By identifying these emerging themes, principals and educational policy-makers can focus on their current efforts while facilitating and accommodating the needs of their workforce, families, and students. This study also contributed to the body of knowledge regarding the importance of leadership in school organizations.

International students are a significant resource for many host countries because they increase cultural diversity within the community, offer talent and innovation to universities, and make notable economic contributions. Many studies, however, have shown that international students have lower psychological well-being. Thus, this study aimed to evaluate the associations between psychological well-being as a dependent variable and perceived social support as an independent variable, and test the mediating roles of resiliency and spirituality in the link between perceived social support and psychological well-being. This is a cross-sectional study with a random sampling method. A total of 300 Chinese international students in Universiti Putra Malaysia (UPM) participated in this study and completed four questionnaires, namely the Perceived Social Support scale, Psychological Well-being scale, the Spiritual Values scale, and Connor-Davidson Resilience scale. The results from PLS-SEM showed that greater levels of social support are associated with greater levels of psychological well-being. Resiliency and spirituality partially mediated the relationship between social support and psychological well-being. The findings of this study not only revealed an association between perceived social support and psychological well-being among Chinese international students in Malaysia but also expanded our knowledge of the mediating roles of resilience and spirituality in the relationship.

The purpose of this study is to test the relationship between job workload and academic performance among university academic staff in Malaysia. The paper also attempts to discuss and then seek empirical evidence to the two mediational paths (namely, career commitment and job satisfaction) that explain the focal relationship between job workload and academic performance. To test the three proposed hypotheses, the study used cross-sectional data collected from academic staff serving in Malaysian Research Universities (MRUs). The final sample of 191 valid and complete responses was analysed using SmartPLS 3.3.3 to test the hypotheses. Results showed that workload is negatively related to academic staff performance. In addition, job satisfaction mediates workload and academic staff performance linkage. These findings reinforce the importance of job satisfaction as an influencing factor against the deleterious effect of job workload and academic staff performance. The study has shown that, contrary to our expectations, career commitment does not mediate the relation between job workload and academic staff performance. Going forward, this study provides new insights about the effect of job workload on the performance of university academic staff through intervening variables.

The Fourth Industrial Revolution (Industry 4.0) gives impetus to educational reform. Education experts have recently recognised the benefits of using technology in learning and teaching. They believe that innovations will shape Education 4.0 and that teachers will need to be prepared to build creative learning environments that support student creativity. Thus, the main purpose of this paper is to examine the relationships between teamwork, principal support, humor, and innovative work behaviour (IWB) among teachers. This study was conducted using a questionnaire, with a sample size of 354 school teachers in Malaysia. Multiple linear regression analysis has shown that teachers with high quality of teamwork and principal support were more likely to report innovative work behaviour. The findings indicated that teachers who frequently use humour can create more innovative behaviour. This paper can help managers and policymakers in the education sector, to develop a better understanding of these aspects, and their influence on teachers' innovative behaviour at work. In doing so, it would be helpful if teachers learnt effective procedures for innovative behaviour in class, via means of teamwork, humor, and principal support, to enhance their educational efforts. It is, therefore useful to establish university courses for pre-service teachers, focusing on new collaborative innovation strategies to encourage creativity and innovation in educational settings, and to apply collaborative creativity exercises in the classroom.

The benefits of internationalization in higher education are indisputable. However, students studying abroad may face difficulties such as adjustment issues since they are away from home and go through a new stage in their lives. Seeing that an essential predictor of psychological adjustment is resilience, the current study aims to assess the role of a range of factors (optimism, social support, self-efficacy, psychological well-being, and demographic) in predicting the resilience of Indonesian students in Malaysia. Two hierarchical multiple regression analyses were used to test the influencing factors on resilience. Based on the literature, this study is quantitative in nature where a total of 229 Indonesian postgraduate students in Malaysian public universities were chosen as participants. Results showed that resilience is affected by optimism, social support, and self-efficacy. Essentially, this study provides practical insights into how international students can make adjustments to reduce the impact of stress faced in challenging situations.

Clinical experience in counsellor education would not be possible without the kind support of our site supervisors. Day-to-day guidance, advice, and real understanding given to undergraduate students are essential in helping students develop and grow into competent counsellors during their internships. Supervisors play different roles and styles during the supervision process. Thus, this study aimed to assess student perceptions of counsellors' supervisory styles and examine what impact those styles have on the satisfaction of undergraduate counselling interns. This study is quantitative, where a total of 138 counselling interns were selected from four public universities in Malaysia. The results showed that in the Malaysian backdrop, four supervisory styles have a major relationship with supervisory satisfaction, and they are as follows: directive teacher, supportive teacher, counsellor, and delegating colleague (consultant) styles respectively. This study has also filled the knowledge gap existing in the realm of counselling supervisory styles. Furthermore, the newly modified instruments of supervisory styles inventory may be applied to the undergraduate level interns. In practice, this helps supervisors to enhance the supervision process. The undergraduate counselling interns mostly are satisfied with supportive supervisory style. In this regard, supervisors or counsellor educators may find the most functional and appropriate style that suits their interns.

Purpose: The aim of the study was to identify factors associated with tertiary students' intention to pursue agriculture-related careers. The moderating effect of gender and geographic location on the predictive relationships was also examined. Design/methodology/approach: Quantitative data were collected from 488 students studying in five agricultural-based institutions of higher learning in Malaysia. Structural equation modeling (SEM) was used to analyze the data. Findings: Attitudes towards agriculture, perceived behavioral control, agricultural knowledge, and perception of sustainable agriculture methods predicted students' intention to join agricultural-related occupations. The results differed according to gender and place of residence for all predictors except conditions of resource facilitation. Practical implications: The findings offer insight into the factors agricultural students consider when deciding whether to pursue careers in agriculture. This can help educational decision-makers respond to the motivational needs of students in recruiting and retention. Theoretical implications: By introducing three new constructs, the study extends application of the theory of planned behavior for predicting intention and behavior in the field of agriculture. Originality/value: The study addresses an important gap on key factors predicting tertiary students' pursuit of careers in agriculture. A better understanding of factors that shape students' decision-making about future careers in agriculture can raise critical awareness of where programing efforts are likely to be effective.

This research aims to analyze studies that have investigated the effects of teacher empowerment on job satisfaction. From the results obtained from the meta-analytic structural equation modeling of 11 studies (N = 19,462), it has been found that the teacher empowerment model and job satisfaction are meaningfully correlated. The findings have also revealed that decision-making and self-efficacy among teachers had a significant impact on job satisfaction, followed by professional growth. Conversely, autonomy, impact, and status among teachers were negatively linked to job satisfaction. The findings confirm the significant effects of teacher empowerment on job satisfaction.

Family learning is crucial in forming a child's early years and laying a solid basis for their future growth and development. Children's behavior and learning experiences can be strongly influenced by educational games and music in the home setting, which will ultimately have an impact on how they learn. With a focus on the planned behavior theory, instructional music and games, children's behavior, and environments, this study investigates how family learning affects schoolchildren's learning experiences in China. The current study collected data from school-going children in China, SPSS macros are employed in the data analysis process. A mixed methods technique is used in the research to collect and analyse both qualitative and quantitative data. To collect data at a specified moment, a cross-sectional design is used. The study recognizes the drawbacks of its limited sample size, which may limit generalizability because it exclusively comprises Chinese school-age children. The results of this study add to our knowledge of how family learning affects children's educational experiences by emphasizing the mediating role of children's behavior and the significance of fostering supportive learning settings. Despite the drawbacks, it is advised that future research use larger and more diverse samples, longitudinal designs, and advanced analytical techniques to provide a more thorough understanding of the intricate relationships between family learning, educational interventions, children's behavior, and learning outcomes. [ABSTRACT FROM AUTHOR]