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The purpose of this study is to explore the implementation of performance assessment in one of the Malaysian public secondary schools. Topics like what is a performance appraisal; the goal of having a performance appraisal in school; the processes for conducting performance appraisal at school; the benefits of having a performance appraisal in school; how performance appraisal affects school improvement; ways to improve performance appraisal in school; common problems with school performance appraisal are explored. There are six respondents have been selected in this case study including one principal and six teachers from an urban school in Malaysia. Eight open ended questions have been developed for the interview session with the principal and two open ended questions with teachers. Data were collected with personal in-depth interview and group interview. The results revealed that performance appraisal is important for the principal to track teachers’ productivity, to improve their career, provide a brighter career pathway and help teachers to improve their job quality. Teacher in the other hand thought that the performance appraisal should have stringent criteria and fair evaluation. It is recommended that this process need a highly cooperation and two-way communication between both parties of principal and teachers.

This research examines the influence of self-regulation towards academic achievement among gifted students in Saudi Arabia. The discussion in the study is base on the theoretical framework of the emotional intelligence Theory Goleman’s (1995), the Mayer and Salovey Model (1997) and achievement motivation Theory. These theories are appropriate for the study because they allow the reader to understand how academic achievement is significantly influenced by selfregulation among gifted students in Saudi Arabia. A total of 150 respondents were involved in the quantitative study comprising of male and female gifted students whereby 10 teachers and 30 gifted students were used for qualitative study. Questionnaires were the instruments used to sample the opinions of 150 gifted students? where by interview protocol was used to get the information from the 10 teachers and 30 gifted students. During the analysis and interpretation of the responses gathered from gifted students which is the quantitative data, multiple regressions were used to investigate the influence of self-regulation towards academic achievement among gifted students. For the qualitative data thematic analysis was used through manual qualitative style to describe the concept of self-regulation and provide suggestions from the teachers that could be adopted to improve self-regulation among gifted students in Saudi Arabia. The findings of the study show the effect of self-regulation on academic achievement. The study will be significant to teachers of gifted students, educational planners, government, international agencies such as UNESCO, UNICEF, UNDP, e t c and nongovernmental organizations by putting into practice the suggestions and recommendations which will help them improve emotional intelligence among gifted students in Saudi Arabia.