Circular Letter No 3/1987 issued by the Ministry of Education of Malaysia makes it clear that the supervision of teaching and learning in the classroom is the responsibility of the principal or headmaster to fulfill his role as supervisor. However, school administrators are still not emphasizing this dimension of teaching and teaching supervision, as a result, there may be shortcomings in the pedagogical skills and the quality of the teaching material of teachers. Recognizing the importance of supervisory processes to enhance teacher professionalism, this study was conducted to examine the relationship between teaching and learning supervision skills and teacher self-efficacy, as well as to examine the influence of teaching and learning supervision dimensions on teaching effectiveness. This study was conducted among 211 teachers who participated in the teaching and learning supervision process in 13 primary schools selected by the Jeli District Education Office, Kelantan. The questionnaire was used to collect data and information. Correlation analysis showed that there was a significant relationship between supervisory skills and teacher self-efficacy (r=0.44, p=0.00), while regression analysis to examine the influence of teaching and learning supervision showed that the technical dimension was moderate (r=0.43, r2=0.185, p<0.05) and the knowledge dimension was also moderate (r=0.45, r2=0.200, p<0.05). This finding clearly shows that the quality of teaching and learning supervision will contribute to increased self-efficacy of teachers. The study also shows that the dimension of knowledge skills has the greatest impact on teacher self-efficiency. In summary, the quality of supervision of teaching and learning should not be neglected, as the findings of the study clearly show that these variables are related to teacher self-efficacy, which cannot be denied as a catalyst for the performance of a school.

Study aims to investigate about conflict management style and the job satisfaction among private Islamic school teachers. The data consisted of 136 samples from private secondary school teachers at Alor Setar district in Kedah. For acquiring the conflict management style, Rahim Organizational Conflict Inventory (ROCI-II) had been used and to gain the job satisfaction datum, the Teaching Satisfaction Scale (TSS) developed by Ho and Au in 2006 was used. The findings of this research revealed that style of compromising (r = 0.299, p < .01), obliging (r = 0.244, p < .05) and integrating (r = 0.208, p < .05) have a significant relationship with job satisfaction. All these styles give positive outcomes for both parties that lead to positive school outcomes and also to maintain the good relationship with the other parties. When school administrator implemented these three styles will keeps teachers happy and satisfied without any kinds of negative impact on their relations at school. Thus, school administrator must be knowledgeable and aware about the best style of conflict at school to lead more satisfaction because teachers like to be more compromise when handling conflict. This finding suggests that the conflict management affects job satisfaction but excessive and wrong in handling it is associated with diminishing job satisfaction.

<span lang="EN-US">This study was determining the link between professional learning community (PLC) practice and teacher motivation in secondary schools in the Jeli District, Malaysia. The cross-sectional research method was chosen, and the research instrument were the Professional Learning Community Assessment-Revised (PLCA-R) and the Assessment of Teacher Motivation Questionnaire (ATMQ). The sample were used 171 from a population of 306 individuals. The Statistical Package for Social Science (SPSS) version 26.0 was used to analyze the study data. The result demonstrated that instructors in remote regions are working hard to guarantee that the professional learning community program is beneficial to them while also increasing their teaching motivation. The study’s implications have demonstrated the importance of cultivating the practice of professional learning communities in schools. Thus, the school can make continuous improvements to improve student performance as well as be a catalyst to motivate teachers to work harder to improve the quality of teaching and learning.</span>

No abstract

In line with the National Education Philosophy (NEP), the Malaysian Education Blueprint (2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020)(2021)(2022)(2023)(2024)(2025) was launched in order to produce students who are capable of thinking constructively and able to face the obstacles, while developing leadership skills and potential in students. However, family functioning also plays a role in developing students' resilience and positive thinking. Therefore, this study is to identify the relationship between family functioning, resilience, and cognitive distortion among students. The quantitative approach was used in this study, while the cross-sectional surveys applied in the data collection process. The instruments used were Family Adaptability and Cohesion Evaluation Scales III, Resilient Scale, and Cognitive Distortion Scale. A total of 376 respondents from daily secondary school students in the Northern Zone Malaysia were participated in this study. Systematic random sampling and disproportionate stratified random sampling had been used. Quantitative data were analysed by Pearson Correlation using the Statistical Package for Social Science for Windows (SPSS). The findings showed a significant relation between family functioning, resilience, and cognitive distortion. In conclusion, this study has builds a significant theoretical framework about family functioning, resilience, and cognitive distortion among students, as well as being able to contribute to various parties such as school management, counsellors, parents, and researchers in order to produce future leaders who capable in various aspects.