The lifestyle of adolescents who migrate to work and college will largely determine their future. Concerns about economic conditions can cause problems with their behavior. This research has aimed to explore the most influential factors on Financial Behavior among graduate students in Indonesia. The Primary data collected by distributing questionnaires using a Likert scale. There are 239 samples have collected based on the combination of purposive and convenience sampling methods. The study used descriptive statistical techniques and path analysis techniques for data analysis. Based on path analysis results, study findings indicate that there is a significant influence of financial knowledge on financial self-efficacy; financial self-efficacy and financial knowledge on financial behavior; financial attitude and financial self-efficacy on financial behavior but there is no significant influence of financial knowledge on financial behavior. The study results also showed that adolescent habits are still not good but can be improved through education such as character education and achievement of a better motivation to deal with economic problems. The study recommended that the good habits can be passed on to friends of his age, especially adolescents so they can have a good future. JEL Classification Codes: F36, G02, A23.

The COVID-19 pandemic has forced many educational institutes across the world to change dramatically. Teaching and learning have been undertaken remotely and on various digital platforms. In Malaysia, schools were closed for more than 6 months in the second quarter of 2020 and again experiencing school closure in May 2021. Education Ministry of Malaysia (MOE) strongly encouraged all government schools, especially the teachers and students, to use various online communications platforms to ensure the educational process remains uninterrupted. However, the COVID-19 pandemic has generated considerable challenges for the teaching and learning in government schools especially in secondary schools while using such emerging technologies. This research has two main goals. First, this journal will be analysing whether the online learning platforms used by secondary school teachers to conduct lessons during the COVID-19 period have presented any challenges to their student’s learning. Secondly, the paper will then go on to address proposed solutions by developing a conceptual model to reduce the impact of such challenges. An exploratory qualitative approach will be carried out in this research, supported by literature review techniques. The data set for this journal was collected between May to June 2021 during the third wave of pandemics in Malaysia. The data gathered by interviewing various secondary school teachers in Selangor. A total of 10 teachers participated in this interview process. Those teachers interviewed disclosed various obstacles they faced when they began to use information technology platforms for their online lessons, especially the new technological platforms. These obstacles include (a) overloaded work and information. (b) unfamiliarity and inability to learn of the new online learning platform, and (c) personal health challenges related to stress and anxiety.

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Teachers’ readiness, knowledge and attitudes level towards inclusive education in mainstream schools were explored as they were tasked to carry out this responsibility.  They must ensure success of inclusive education which actually depended heavily on their readiness in inclusive classes, teachers’ knowledge level and attitude towards teaching inclusion classes.  This research study aimed to explore teachers’ readiness level in inclusive classes, teachers’ knowledge level and attitude towards teaching inclusive classes in primary and secondary schools in the district of Sibu, Sarawak. The sample size for this study consisted of 154 respondents. This study explored specifically into the teachers’ readiness, knowledge and attitude level towards inclusion in the classrooms. The method used for this research was descriptive survey approach.  Identified teachers involved directly in teaching and supervising students with special educational needs (SEN) in the inclusive classrooms were provided with survey questionnaire.  Fully completed questionnaire were collected from respective schools through self-collection, post or email.  The data collected was analysed for descriptive and inferential statistics, percentages, t-test and ANOVA using SPSS (version 22).  The outcome of the findings was discussed according to the objectives and research questions of the study.  This outcome of this study showed high readiness level among teachers, high knowledge level among teachers and positive attitudes of teachers toward inclusive education.  At the same time, the study also found out that there are strong positive correlation between teachers’ readiness, knowledge and attitude level.  Keywords: Inclusive education, readiness, knowledge, inclusion, special educational needs (SEN) students.

This study aims to identify the correlation between the instructional leadership practices by the headmasters with the level of performance and achievement of schools in Malaysia. A total of 141 respondents comprised of senior assistants of primary schools were examined. Respondents' perceptions of instructional leadership practices by the headmasters were gained using a set of questionnaire that was modified from the Principal Instructional Management Rating Scale (PIMRS). Descriptive statistical analysis was used to obtain the mean score, percentage, and standard deviation of the instructional practices. At the same time, ANOVA test was applied to obtain the perceptions from demographic factors and Pearson Correlation to measure the relationship between the instructional leadership and the schools’ performance that is based on band measurement. The findings show that the level of instructional leadership practice is high, with a mean of 4.24. Band 1, 2, 3 and 4 schools each have min of 4.37 4.23, 4.23 and 4.05 respectively. Pearson correlation analysis shows that there is a weak negative correlation between the headmasters’ instructional leadership practices level and the performance of the schools (r = -0.210). Thus, findings conclude that the level of instructional leadership practices among headmasters in primary schools is high and has a weak negative relationship in-term of schools’ achievement.