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.

This study examined the level of teachers' sense of efficacy among beginning teachers in Sarawak, Malaysia. It also sought to investigate whether there is any difference in beginning teachers' sense of efficacy in relation to gender, race and types of teacher preparation program. The study was conducted by using the teacher sense of efficacy scale. The sample consisted of 328 beginning teachers. The mean score of beginning teachers' sense of efficacy was 6.57 and the standard variation was .80. There were significant differences in teachers' sense of efficacy in relation to race (F = 3.46, p<.05) and types of teacher preparation program (F = 3.92, p<.05). The differences in overall teacher sense of efficacy were also significant in relation to the interaction between gender and types of teacher education (F = 4.59, p<.05) and interaction between all the three demographic variables (F = 3.32, p<.05). The implications of the study on the theory and practice of teachers' sense of efficacy was discussed.

This study provides an insight of the relationship between principals' transformational school leadership practices and teacher efficacy among Malaysian secondary school teachers. Data was gathered from teachers of secondary schools in the central region of Peninsular Malaysia. The self-administered questionnaires, totalling 160 copies were distributed to the respondents. Valid samples stood at 137 teachers, resulting in a response rate of 85.6 percent. The data was analysed using descriptive, correlation and multiple regression analyses to evaluate the relationship between transformational leadership practices and teacher efficacy. The analysis revealed a significant relationship between the dimensions in transformational school leadership and teacher efficacy. The findings concur with the studies done by Leithwood (1994) that there is a significant relationship between the dimensions of transformational

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In the education arena, teachers are the front line education workforce who educate the young people and bring positive impact to the new generation in a country. The roles of the teacher are pertinent in ensuring the success of students in pursuing their tertiary level from their common primary and secondary school education. With a high teacher efficacy level, a teacher is committed to teach more effectively and efficiently (Coladarci, 2010). Teacher's efficacy research has been widely conducted in various international education settings but it is still important to revisit the validity and reliability of teacher efficacy in Malaysia context. Confirmatory factor analysis (CFA) was used to assess the uni-dimensionality, validity, reliability and fitness of teacher efficacy model. The teacher efficacy items have Cronbach's alpha value greater than 0.70 for the reliability of three sub-constructs. The convergent and discriminant validity were also established as they fulfilled the criteria. Lastly, the teacher efficacy measurement model fulfilled the criteria for the goodness-of-fit in SEM and it is fit to embark to the structural modelling in SEM.