Organizational citizenship behavior (OCB) throughout literature provides evidence in increasing organizational welfares as well as its employees’ welfares. It is important to understand the reasons behind the occurrence of OCB in order to increase the likelihood of employees to engage in OCB. Moreover, it is important for public/ civil employees to engage in OCB as they provide services to meet societal needs and demands. The present article set out to analyze the existing literature on the OCB’s antecedents among public/ civil employees in Asian contexts. Guided by the scoping review method, a review of the SCOPUS, ProQuest and MyJurnal databases identified 20 related studies. Further review of these studies resulted in categorizing the antecedents in three settings - law enforcement and military settings, nurses and public health settings and lastly office-based settings. The antecedents were discussed based on the four main domains - employee characteristics, task characteristics, organizational conditions, and leadership behavior. The review also suggests to investigate further and integrated with other variables which moderating or mediating the relationships between the antecedents and OCB.

This paper explores the influence of teacher efficacy in classroom management, student involvement, and teaching strategy on 21st century pedagogical practice. A total of 201 teachers from schools implementing the International Baccalaureate-Middle Year Program (IBMYP) and schools implementing the Secondary School Standard Curriculum (KSSM) in Perlis, Kelantan, and Penang were selected through cluster sampling and purposive sampling. Data were collected using an instrument adapted from the Teacher’s Sense of Efficacy Scale (TSES) with 24 items that measure three dimensions of teacher efficacy, namely classroom management, student involvement, and teaching strategy. Teachers’ 21st century pedagogy in this study was measured using the West Virginia 21st Century Teaching and Learning Survey, which has been modified into five main dimensions with 22 items. These are critical thinking, collaboration, communication, creativity and innovation, and information technology. Data collected were analyzed using Smart Partial Least Squares 3.0 and Statistical Package for the Social Sciences 22.0 software. Analysis showed that the effectiveness of teachers’ teaching strategy influences 21st century pedagogy significantly. In contrast, teacher efficacy in classroom management and student involvement does not significantly influence 21st century pedagogical practice. This study shows that the effectiveness of classroom management, that is the ability to control student behavior and manage the classroom according to lesson planning, does not contribute to 21st century pedagogical practice. Similarly, student involvement does not contribute significantly to 21st century pedagogical practice, possibly due to the dense curriculum and the large number of students in the classroom.

The National Policy on Women is formulated to syncronize programmes and activities pertaining to the intergration of women in national developments. Implementation of such policy requires wholistic involvement from all stakeholders in order to perform to their respective roles effciently. The deeds are essential to ensure the objectives for women’s intergration in all sectors of national development as well as for promoting gender equality and women’s empowerment in Malaysia are achievable. Accordingly, a number of measures had been taken as well as on-going executions in conjuction with the strategies and approaches stated in The National Policy on Women (1989 and 2009) and also The Plan of Action for the Advancement of Women (1997 and 2009). This concept paper aims to discuss the women’s empowerment programmes and activities in particular to enhance awareness on the women’s rights as well as upgrading their knowledge and capabilities in economic activities through training along with fnancial supports programmes. Stakeholders such as the Ministry of Women, Family and Community Development, Department of Women’s Development, Department of Social Welfare, and non-govermental organizations play major roles in implementing these programmes.

The advent of information and technology world demands the transformation of the education system towards the 21st-century education landscape. The Ministry of Malaysia Education (MOE) expects 21st-century teaching and learning (PAK21) methods to be cultured in all schools ahead of Wave 3 of PPPM (2021-2025). However, MOE’s aim will not succeed without the dedication and commitment of teachers and school principals. Therefore, in order to implement PAK21, principals' commitment and teacher readiness during the teaching and learning process need to be emphasized so that the aspirations of national education can be implemented. However, one of the factors that prevented the successful implementation of PAK21 was the attitude and perception of teachers. Teachers who are not ready are difficult to change traditional pedagogical methods to mindful learning which is a PAK21 element. Teachers are less likely to apply Higher Order Thinking Skills (HOTS) and prefer using passive information delivery. Additionally, teachers are reportedly still unprepared to implement PAK21 although they have been given training related to higher-order thinking skills in the teaching and learning process. Five key principles based on mindfulness theory have been identified as a significant factor in school mindfulness to help teachers willing to accept the latest pedagogical changes.

Organizational citizenship behavior (OCB) throughout literature provides evidence that benefits both employees and the organizations in terms of increasing the level of employees' well-being, work satisfaction, customers' satisfaction as well as the quality of work performance. Hence, it is important to understand the possible reasons behind the occurrence of OCB to increase the likelihood of employees engaging in OCB. Based on the prosocial motivational concept, empathy is the main motivator to helping behaviors thus open up the possibility of linkage between empathy and extra-role behaviors such as OCB. Moreover, this linkage is important for public employees especially those who are working in organizations that have multi-ethnic employees as well as providing services to meet vast societal needs and demands. The present article set out to examine the relationship between ethnocultural empathy and OCB among public employees in Sabah. A cross-sectional survey was used to gather a response of 213 public employees who are working in the Jabatan Pendaftaran Negara Negeri Sabah (JPN) based on the selected districts in Sabah. Results showed positive relationships between organizational citizenship behavior-individual (OCBI) with empathic awareness (EA) dimensions. Results also showed positive relationships between organizational citizenship behavior-organization (OCBO) with empathic feeling and emotion (EFE). By focusing on the aspect of culture in empathy such as ethnocultural empathy can help researchers to understand how culture influences the cognition and emotions of individuals to understand other people's experiences especially those who have a different cultural and ethnic background. Apart from that, the concept itself strengthens the ability to understand the thinking and feeling of others in their cultural context thus increases the likelihood to perform extra-role behavior such as OCB.