This study intends to assess the implementation of policies in high-performance schools (HPS). One hundred fifty-two administrators in 52 HPS were selected using full sampling. Only two factors serve as contributors in knowledge management model for high-performing schools in Malaysia, which were school culture and school strategy. Whereas the correlation indicated that all 10 factors, namely, mission and vision, school strategy, school culture, intellectual modal, learning organization, leadership management, teamwork and learning community, knowledge sharing, new knowledge generation, and digital advancement, have significant relationships with the understanding of knowledge management, at different levels.

The purpose of this study was to investigate the contribution of headmasters' transformational leadership towards teachers' sense of efficacy. Purportedly, headmasters' transformational leadership is known to enhance teachers' sense of efficacy and indirectly increase student achievement. A questionnaire adapted from MLQ5x (Multifactor Leadership Questionnaire) and TSES (Teacher Sense of Efficacy) was used in conducting this research. The total sample consisted of 293 primary school teachers from under-enrolled schools in Port Dickson district, selected by using purposive sampling. The results showed that headmasters' intellectual stimulation (β = .336, p ≤ 0.05) significantly predicted the students' engagement in learning. Again, headmasters' intellectual stimulation (β = .291, p ≤ 0.05) was also found to significantly predict classroom management. Furthermore, headmasters' idealized influence (β = .310, p ≤ 0.05) significantly predict the instructional strategies. Overall, the research result can impact headmasters in underenrolled primary schools to review and enhance their leadership and provide a better understanding of the dimensions of headmasters' transformational leadership behavior toward teachers' sense of efficacy that promote high-quality teaching and learning classroom in future.

This research aimed to determine contributors of performance within the vicinity of knowledge management and organizational learning aspects in all 52 High Performing Schools in Malaysia. Purposive full sampling technique was employed and 127 out of 132 respondents consisted of national school headmasters or principals and senior assistant teachers have responded to the distributed questionnaires. The research instrument was developed from 3 theories, namely the theory by Sallis and Jones (2002), Bruce Britton (1998), and Satyendra Singh, Yolande Chan and James McKeen (2006). With the Cronbach’s Alpha value at .965, the obtained data was analyzed by using multiple regression analyses. From the results obtained, 8 predictors were found to be from knowledge management and another 15 from organizational learning. In terms of the assembling element within the capability factor; support culture, communication system and learning application were the contributors towards the performance of high performing schools. Knowledge creation, support culture and integration to strategy were the contributors for the integration element while organizational culture, knowledge sharing, knowledge creation, external learning and organizational memory were found to be the contributors. For the factor of innovation agility; intellectual asset, knowledge sharing, knowledge creation, external learning, mechanism, integration to strategy and learning application were the contributors. Lastly, for competitive actions; intellectual asset, support culture, external learning, integration to strategy and learning application were the contributors towards the performance of high performing schools.

The purpose of this study is to identify the management of ICT (Information Communication Technology) in English teaching in primary schools in Wei Nan city, China. This study used a survey questionnaire on the role of ICT in primary English teaching and learning. The data obtained from the study for answering the research questions also exploring the outcomes of the use of ICT in primary English programmesr and the current challenges in exercising the use of ICT in Education. The results showed that the use of computers makes classes more vivid, motivation and effective to students.