<p>The aim of the present study was to investigate the effect of educational supervision as an independent variable on English language teachers’ teaching performance as a dependent variable as well as the role of training programs as a mediator variable. The investigation reported in the study was carried out among Libyan school teachers of English in the city of Zawiya in Libya. Reaching an overall number (N=3036) of teachers as reported by the Ministry of Education, the study sample was (N=351) teachers who were chosen using a random sampling technique. In order to achieve this, the study used a quantitative analysis, specifically a confirmatory factor analysis (CFA) to test the validity of the assumed relationships among these variables as well as structural equation modeling (SEM) through AMOS. The study obtained several results, most important of which indicated that educational supervision was positively correlated with teachers’ performance in teaching English. In addition, the results showed that training programs played an important role as a mediator variable in a making a higher indirect positive impact of educational supervision on teachers’ teaching performance. Based on these results, in order to enable the Libyan school teachers of English address their weaknesses and identify their strengths, educational supervisors should organize more effective activities related to teacher training. Their interests should not be exclusive to teachers’ imperfections, but they should interact and communicate with teachers for better identifications of their strengths and weaknesses. By so doing, teachers can promote their professional knowledge, skills and experiences.</p>

This study aims to test the influence of the senior management's support as a moderating variable on the relationship between the independent factors (Training, Empowerment, Motivation and Communication) and the dependent variable (Performance of Employees). (SEM-AMOS) is used to test the impact of the moderating variable. Where it is depended on the method of sampling or analysis of what is known as multiple-groups analysis. The paragraphs of the senior management's support variable are collected and divided into two groups according to the mean of the total paragraphs. In addition, according to the relative weights given to the paragraphs of the questionnaire, using a five-point's Likert scale: 1= strongly disagree to 5 = strongly agree. The first group consisted of the grades less than the mean and it is considered as the group which is non-supporters of the existence of support. While the second group consisted of the grades higher than the mean and considered as the group which is a supporter of the existence of support. The study found that the model of study in the presence of the support of the senior management's is appropriate for the second group and inappropriate in light of the lack of support by the senior management's support for the first group.

The aim of the current study was to develop a conceptual framework on Libyan teachers' professional performance. The study was carried among Libyan primary and secondary school teachers of English in Zawiya, in the west Region of Libya. The study adopted a survey that measured teachers' teaching skills, management skills, discipline and regularity, interpersonal, and professional development. A confirmatory factor analysis (CFA) was used for analysing the data through AMOS software. The results of the study showed that the proposed model is feasible and statistically valid in measuring teachers' professional performance. The findings of this study not only shed some light in the Libyan teachers' performance but it also can be used as an evaluation instrument by the school administrators in identifying and improving developmental needs.

Effective professional communication is required for the university students, particularly studying Education, to achieve their career goals. Perhaps a set of the most important skills for enhancing professional communication strategies among the university students and practitioners are to use Higher Order Thinking skills (HOTs). This research was conducted to investigate the Malaysian students' attitude towards HOTs in their professional communication strategies at two private universities in Malaysia. It tried to analyse the implementation of HOTs to indicate if these skills are able to enhance the university students' professional communication strategies in academic and professional settings. This study involved 54 respondents which consisted of 41 Bachelor of Teaching English as a Second Language (BTESL) students and 13 Diploma of TESL (DTESL) students already done their internship. The research instruments were questionnaire and interview. The researcher-designed questionnaire was distributed through online to all the respondents. Moreover, the interviewees were randomly selected by the researchers. Data were analyzed by using descriptive statistics and a comparative study. Overall, the findings showed that only a few trainee Malaysian BTESL students fell under the category of good background knowledge in HOTs. However, in the comparative study, it surprisingly showed that Malaysian DTESL students had a better understanding of HOTs compared to Malaysian BTESL trainee students. Therefore, it is suggested that HOTs are significant required thinking and creative skills which all Malaysian university students need to obtain during their education in the university level so that they can communicate effectively in this competitive world to achieve their career objectives.