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_This study examines a path analysis of the effect of teachers' attitudes towards teaching on their performance. It also aims at examining the differences of the estimated affect according to novice and expert teachers. Data of this study were collected from 236 Omani teachers using two instruments. The path analysis for the novices and experts teachers' samples revealed that the teachers' attitudes towards teaching have significant direct effect on their professional performance with the more experienced teachers. Results of this study create the need for further study to identify the effect of teachers' attitudes with advanced experience years on performance which could very well lay out the necessary attitudes to impulse teachers' productivity.

This study aimed to look at the role of information and communications technology (ICT) literacy of teachers as a mediator between the school administrative support and ICT competence of primary school teachers in Pahang. The researchers developed a mediation model based on relevant literature reviews and subsequently tested the model. This study used a total survey design. The researchers employed stratified cluster sampling to select the pilot study and the actual study samples randomly. A total of 514 teachers were involved in the pilot study and 530 teachers were involved in the actual study. The Cronbach's alpha for instrument was .954 while the validity of the instrument used was determined using the SEM-AMOS method. The results based on the pilot data indicated a good model fit with chisquare = 212.406, df = 111, p < .001, CMIN/df = 3.662, GFI = .938, CFI = .941, and RMSEA = .072, whereas results based on the actual study also indicated a good model fit with chi-square = 204.839, df = 58, p < .001, CMIN/df = 3.532, GFI = .942, CFI = .950, and RMSEA = .069. The findings showed that there were direct and indirect effects of school administrative support and teachers' ICT literacy on teachers' ICT competences. There was a statistically significant relationship (p < .05) between school administrative support and teachers' ICT competence and an indirect effect through teachers' ICT literacy as a mediator. Hence, teachers' ICT literacy acts a partial mediator in the model. This study shows that school administrative support and teachers' ICT literacy play an important role in shaping teachers' ICT competence. Furthermore, the study provides further evidence that school principals through teachers' ICT literacy play an important role in integrating ICT into the classroom. School administrators should equip themselves with formal training in technological leadership so that they can better contribute to aiding school teachers to better integrate ICT into their teaching and learning.

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