This study attempts to find the impact of teacher-gender on primary student achievement. The quantitative method of research was used for this study. This study, first in its nature in Malaysia, uses test scores of primary grades for five consecutive years which is obtained from a school in Kuala Lumpur. This study engages a total of 1 school, 20 classes, 30 teachers and 604 students. The overall finding in this study is that women are slightly better to teach in primary when the test scores are analyzed. Although there are some differences in the breakdown analysis, the combined result analysis do not find strong evidence to claim whether students have to be taught by teachers of same or alternative gender. The findings of this study provide important information for the policy makers and especially for the primary teachers' recruiters in primary schools of Malaysia.

This study aimed to see the relationship between excellent teachers' thinking and their job satisfaction. Five thinking domains of excellent teachers had been identified by the previous study in Malaysia. This study sought the impacts of these domains on the job satisfaction of the excellent teachers. The Pearson Correlation was used to investigate the relationships between five Excellent Teaching Thinking Model's Components with sixteen factors of Herzberg's Theory of Job Satisfaction. Sample of the study involved 103 excellent teachers of secondary schools of Malaysia. Malaysian excellent teachers have job satisfaction in the three areas of their thinking domain such as management styles, their expectation and teaching objectives. No correlation was established between teacher's job satisfaction and other two thinking domains i.e. excellent teachers' teaching philosophy and pedagogical knowledge. The findings of this study offer valuable information for educational policy makers, educational managers particularly the principals, teachers and excellent teachers.

This study primarily attempts to compare primary education system between Bangladesh and Malaysia and then compares government initiatives of both countries to integrate special needs children into main stream primary education. Literature review and secondary data were used for this comparison. Findings show that student enrolment rate in both countries is almost same. But there are significant differences in the drop-out rate, infrastructure and government-budget. The percentage of boys' enrolment is higher than girls' in Malaysia but girls enrollment is a little higher in Bangladesh. Girls generally outperform boys in Malaysia but in Bangladesh boys perform better. Teachers-pupil ratio is 1:12.6 for Malaysia but it is very high 1:50 in bangladesh. The Government of Malaysia has taken different measures such as incentives for special needs children and teachers as per head count, allocation of special budgets for facilities improvement and accomodation, supplying of available teachers and special needs students' friendly infrastructure. In Bangldesh, the Government has made the policy and instructed school management to be supportive towards special needs children. But the Government effort can be considered as planning stage rather than implementation. The Government is also planned to recruit teachers with special needs training but no effective initiative is visible. Comparing to Malaysia, Bangladesh has to face many challenges to reach to the stage where Malaysia is now. The identified issues need further attention of the researchers and policymakers to be clarified.