The purpose of the present research was to study the relationship between goal orientation and performance in team sports players. The Task and Ego Orientation in Sport Questionnaire (TEOSQ) was used for the assessment of goals. The observed variable of the study was perceived performance and was measured through a likert scale questionnaire, which had been adopted from literature. Subjective performances of the players were considered. Data was collected from Sri Lankan national team players who are engaged in team sports of football, basketball, Elle, volleyball, Hockey, Kabaddi, Netball, Rugby and Throw ball. The study population was 308 national team players and the universal sampling technique was used. Data were analyzed using SPSS and structural equation modeling with AMOS. The study results reveal that there is a significant association between goal orientation and performance of the players while a significant relationship exists between task orientation and performance. A moderate level of association was derived from ego orientation which in turn leads to performance.

The purpose of the present study was to analyze the relationship between spirituality and perceived performance in team sports players. A standard spirituality questionnaire was used to assess the exogenous variable. The endogenous variable of the study was perceived performance and was measured through a questionnaire of a likert scale which was adopted from literature. Subjective performances of the players were derived opposed to objective performance. Data had been collected from Sri Lankan national team players who are engaged in team sports of football, basketball, Elle, volleyball, Hockey, Kabaddi, Netball, Rugby and Throw ball. The study population was 308 national team players and the universal sampling technique was used. The study results reveal that there is a positive relationship between spirituality and performance of the players.

The main goal of this study was identify the impact of Self-Efficacy on the performance of team sports players in Sri Lanka. Mainly it was focused to measure self-efficacy belief of team players and the experimental variable of the study was perceived performance. The study utilized a likert scale questionnaire which had been adopted from literature to obtain data for the study. The research model was tested using 308 subjects comprised of national level team players. Data were analyzed using SPSS and structural equation modeling with AMOS. Self-efficacy has proven to have a noticeable impact on subjective performance of the players. The recommendations included the strategies which can be utilized to enhance the self-efficacy belief of the players.

Teaching and learning (TnL) is an important process that contributes to student academic achievement. While the effectiveness of TnL depends on the effectiveness and commitment of teachers. Thus, this study aims to identify the relationship between self-efficacy and teacher commitment in moderate performing secondary schools in the state of Kelantan. This study uses a quantitative approach in the form of a cross-sectional survey involving 351 respondents of teachers from 18 schools involved. The research instrument consisted of a set of questionnaires consisting of 20 items for teacher self-efficacy and 13 items related to teacher commitment. The study data were analyzed using Statistical Package of Social Science (SPSS) version 25 which involved Pearson correlation analysis. The findings showed that there was a significant strong relationship between teacher self-efficacy and teacher commitment (r = 0. 85, p <0.1). This shows that the level of self-efficacy of a teacher has an effect on teacher commitment. When the teacher has a high level of self-efficacy, then the level of their work commitment will also increase. Therefore, school administrators must ensure that teachers and staff in their schools are always exposed to courses and workshops to strengthen self-efficacy so that their level of self-efficacy is always at a high level. The findings of this study can be used as a guide to school administrators and teachers in organizing continuous teacher professional development strategies towards strengthening the level of self-efficacy of teachers, which in turn high work commitment among teachers can also be produced. The findings of this study also provide a meaningful contribution to educational practitioners in strengthening the ethics of teacher professionalism through the important elements of self-efficacy and teacher commitment towards enabling the teaching profession in schools to realize educational excellence.

A positive school climate will produce high-quality human capital, while teachers ’commitment is a driver to achieve goals. A conducive school climate can increase the commitment of teachers in ensuring the success of educational institutions. Therefore, the study was developed to examine the relationship between school climate and teacher commitment. Teachers were randomly selected from 18 high-achieving secondary schools in Kelantan, with a total of 360 respondents. A cross-sectional survey method was applied to collect data. The questionnaire consisted of 44 items. IBM SPSS software was used to analyze t-test, correlation, and regression. The t-test analysis obtained differences based on study variables according to gender. The results of the analysis show that the level of climate is different based on the gender of teachers. Findings of Pearson correlation analysis confirmed a positive and significant relationship of weak correlation variables for school climate and commitment (r = .24, p <.01). Next, regression analysis of the influence of school climate on teacher commitment showed that R2 = .06, p <.01 was significant. The beta values indicated that school climate contributed 0.24 (24%), which significantly influenced commitment. The findings of this study suggest a significant relationship of school climate to increase teachers ’ self-commitment. This study also makes a significant contribution to the theory and expansion of knowledge by explaining the role of school climate in increasing teacher commitment.