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This study aims to confirm the information sharing behavior using social media scale and to validate every item and make it reliable as an inventory by using Exploratory Factor Analysis (EFA). The researcher adapted the measuring instruments for every latent construct from the literature and customized the items to suit this particular study. The study sent the revised questionnaire to 262 respondents in order to gather the pilot study data and able to get 163 filled ones as final data. The set of questionnaires consists of 66 items that assess the 6 constructs. Data is analyzed using SPSS AMOS Version 21.0. The results show that every construct achieved its Bartletts' Test of Sphericity < 0.05 and the measure of sampling adequacy by Kaiser-Meyer-Olkin (KMO) > 6.0 with the result of Information Sharing Behavior .000 and .871; Intention .000 and .782; Belief Expectancy .000 and .911; Attitude Influence .000 and .925; Readiness For Change .000 and .959; and SelfEfficacy .000 and .902. The entire item of the construct has exceeded the minimum limit of 0.7 reliability of Alpha Cronbach value to achieve the Internal Reliability. The new integrate model has been proposed due to this finding.

The major role of ICT tools is a means to communicate and collaborate in a globalized, technological world in the knowledge society. In education, the role of ICT is paramount, especially for supporting teachers in ICT integrated teaching. However, little research has been conducted particularly in Asia-Pacific, on the interaction between teachers and ICT integration influenced by their school’s stakeholder, which lead to successful implementation among teachers in teaching. Therefore, the purpose of this study is to investigate the challenges faced by teachers to ICT tools and how the schools' leaders and schools' stakeholders overcome these challenges. By employing a qualitative research methodology, data were collected using a multi-method of data collection, including in-depth interviews, non-participants observations, field notes, and document analysis. The findings uncovered three themes for existing challenges and overcoming challenges. Three themes for the challenges are the inadequate schools’ ICT tools, failure to commit to the schools’ regulations, and failure to comply with the schools’ regulations. The three themes for overcome challenges are assisted performance, sharing ideas, and distributed leadership style. This study can be an exemplar for other schools in strategizing ICT integration for teachers in teaching.

Purpose: This article presents perspectives on the review of eight major theories of leadership in comparison to the competency approach. Also, the definitions, significance, and benefits of the leadership competency concept are also highlighted. Methodology: A review of the various published literature on the major leadership theories, the competency theory, and the related topics on the scope of the study. Results: The findings of the review show the significance and relevance of the leadership competency approach as a viable leadership option for the 21st century- leadership. Leadership for best practice continues to evolve due to the changing leadership landscape. The literature states that newer theories will eventually replace old leadership concepts. Implications: An understanding of the various leadership theories, specifically the competency theory will facilitate in the choice of the adoption of leadership approach. Moreover, employing the appropriate leadership practice in this current knowledge-based era is key to individual and organizational performance.

Despite existing research on the contribution of social context and religiosity to adolescent behavioral outcomes, few studies have attempted to explore this topic among Muslim adolescents in non-Western settings, looking at both positive and negative outcomes. In response to this gap, the current study explored the effects of three dimensions of developmental assets (positive parenting, community support, and religiosity) on risk, prosocial, and thriving behaviors among Muslim adolescents (N = 895) from Malaysia. Hierarchical regression results revealed positive parenting as the greatest protective factor against risk behavior, religiosity as the most significant promotive factor of prosocial behaviors, and community support as the greatest contributor to adolescent thriving. In the final model, unique effects varied by outcome. The findings support the importance and universality of multiple Article

BackgroundEffective talent development requires robust supervision. However, the effects of supervisory styles (coaching, mentoring and abusive supervision) on talent development and the moderating effects of clinical learning environment in the relationship between supervisory styles and talent development among public hospital trainee doctors have not been thoroughly researched. In this study, we aim to achieve the following, (1) identify the extent to which supervisory styles (coaching, mentoring and abusive supervision) can facilitate talent development among trainee doctors in public hospital and (2) examine whether coaching, mentoring and abusive supervision are moderated by clinical learning environment in predicting talent development among trainee doctors in public hospital.MethodsA questionnaire-based critical survey was conducted among trainee doctors undergoing housemanship at six public hospitals in the Klang Valley, Malaysia. Prior permission was obtained from the Ministry of Health Malaysia to conduct the research in the identified public hospitals. The survey yielded 355 responses. The results were analysed using SPSS 20.0 and SEM with AMOS 20.0.ResultsThe findings of this research indicate that coaching and mentoring supervision are positively associated with talent development, and that there is no significant relationship between abusive supervision and talent development. The findings also support the moderating role of clinical learning environment on the relationships between coaching supervision-talent development, mentoring supervision-talent development and abusive supervision-talent development among public hospital trainee doctors. Overall, the proposed model indicates a 26 % variance in talent development.ConclusionThis study provides an improved understanding on the role of the supervisory styles (coaching and mentoring supervision) on facilitating talent development among public hospital trainee doctors. Furthermore, this study extends the literature to better understand the effects of supervisory styles on trainee doctors’ talent development are contigent on the trainee doctors’ clinical learning environment. In summary, supervisors are stakeholders with the responsibility of facilitating learning conditions that hold sufficient structure and support to optimise the trainee doctors learning.

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