A principal plays a very important role in deciding the direction and success of a school. Whether a school is dynamic is dependent upon the skills and abilities of the principal. In order to be excellent, the principal must be in possession of an excellent character. Therefore, the selection and promotion of school principals should be conducted through a meticulous and objective procedure. The entire process must be reviewed in order to ensure the quality and high standard of national education. Selection according to seniority or competency in work performance through evaluation of management and administrative skills, which is the current practice, may not be suitable for the enhancement of the leadership of principals. This study was conducted to identify and affirm the conceptual framework and attributes of school leaders (principals) needed to achieve leadership sustainability and school excellence. The exploratory factor analysis method was employed for the purpose of this study and was implemented in three stages. The sample population comprised primary and secondary school teachers. Through this study, it was found that there were five important traits or attributes which a school leader or principal must possess in order to make a school excellent. These five attributes are: (i) integrity, which has the sub-attributes of being principled and humble; (ii) forward looking, which has the sub-attributes of strategic catalyst and mind motivator; (iii) inspirational, which has the sub-attributes of supportive and influential; (iv) competent, which has the sub-attributes of task competency (there are two components, namely, action-oriented and sociability as well as emotional and spiritual competency); and (vi) self-efficacy.

Due to their abstract nature, the mole concept and solution concentration are difficult for students to understand and apply to stoichiometric calculations. This study was designed to investigate students' perceptions and difficulties in solving problems related to the mole concept and solution concentration. Thirty-eight students (18-19 years old) who were pursuing science related programmes from a private university college in Malaysia participated in the study. Students were asked to answer twenty-five open-ended questions on the mole concept and solution concentration. Analysis of students' responses revealed that they were not able to connect the mole concept with mass and number of particles. Students were also grappling to answer problems regarding concentration and dilution. This study suggests that it is important to determine whether students' difficulties to master the concepts are due to lack of knowledge or the presence of alternative frameworks so that so that pedagogical instruction can be modified. This study was part of a larger research project where students' responses on this open-ended test will be used to get a greater generalizability in order to construct the alternatives to the four-tier multiple choice (4TMC) instrument to identify students' alternative frameworks on these concepts.

As part of its ongoing effort to offer an effective blend of learning modes, the Open University Malaysia (OUM) recently incorporated mobile learning into its blended learning model. Having enrolled more than 86,000 learners over the last eight years, OUM strives to continually improve its delivery mode for the benefit of its learners. Mobile learning is seen to be the next wave of learning given the fact that almost all OUM learners have mobile phones. A study conducted in late 2008 to determine the readiness of its learners for mobile learning indicates that about 99% of OUM respondents have a mobile phone. The readiness survey also found that majority of respondents would be ready for mobile learning within six months of the study. The chapter will highlight, among others, the introduction of mobile learning at OUM, the initial finding with the pilot implementation and recommendations for the way forward.

Leading and managing form the framework for skills and abilities that are necessary for an individual to drive team success. Occupational safety and health (OSH) Leadership modeled the organisational commitment in OSH and for the commitment to growth and sustained, it requires management support for employees OSH engagement. Both of the leadership and management support are addressed in the safety and health policy as stipulated in the Section 16 of Occupational Safety and Health Act 1994 to provide assurance on the OSH compliance as well as providing opportunity for employer to establish decent work through freedom from injury and ill health and provision of safe and healthy workplaces. The aim of this paper is to determine the influence of OSH management support in the relationship between OSH leadership and Safety Performance in Malaysian Industries in the context of organisational culture model. 300 responses who were OSH practitioners were collected from twelve different industries in Malaysia. Data were analysed using SPSS and AMOS. Results showed that having a leadership alone is not sufficient to improve OSH performance, it needs the mediation effect of OSH management support on OSH performances.