This study aims to draw on elements related to the successful implementation of school-based management (SBM). Many studies show the success of governance but the objective is to examine whether SBM is tested to account for improving school effectiveness (SE) and student achievement (SA). A survey method design was used to know how the upper stream including political context, principal leadership and teacher performance (TP) contributes directly and indirectly to improve school quality and academic achievement. Questionnaires were given and were responded by teachers produced a model of direct and indirect structural relationships among the factors. The findings proved that there was a direct and indirect relationship between the upper stream factors that lead to TP to improve SE and SA as a lower stream. This shows how strong the role of a teacher as the central point of the innovation and education reform in schools. This study is limited to the secondary public schools in a marginal district. Furthermore, this study does not investigate deeply into facilitative factors within the implementation process. It focuses on factors that enable schools to bring the SA to scale.

No abstract

Self-efficacy is an important entity in elevating someone to a better level. Without efficacy, individuals will not be able to face difficulties in life. In the context of secondary school students in Perak, there were different perspectives on self-efficacy between male and female students. Female students were more optimistic when facing difficulties in their studies compared to male students. This may be due to the nature of gender itself. They were inherently easier in putting trust to a certain degree higher than male students. Trust and confidence were easily developed among the female students. They easily absorb the words of encouragement and motivation given by teachers, parents and others to them. They can be easily shaped by the circumstances while male students were rather restricted to their original values. However, male students exhibited a higher level of efficacy in mathematics, computer and social science compared to the female students who had a higher level of efficacy in the literature and language. Although students were different in term of gender, the efforts to strengthen the quality of students' academic achievement in Malaysia should always be balanced without any comparison between students' gender. Students' success is our success. Their failure in academic should be overcomed so that the future of the state is not threatened by those who were reluctant to acquire knowledge.

No abstract

This study focused on the influence of learning organization practice toward teacher leadership among secondary school teachers in the state of Perak. The quantitative approach of descriptive correlational design has been used in this study. The sample consists of 400 teachers from 50 secondary schools in Perak. The data were analyzed using mean and multiple regression. Findings indicate that the level of organizational learning practice (mean = 3.78) is at a high level. In addition, the results show that the learning organizational variables, which is individual learning (β = 0.57, p = 0.05) is the main influence on teacher leadership and followed by global learning (β = 0.25, p = 0.05). A total of 53 percent of variation in teacher leadership is explained by learning organizational variables. In conclusion, the practices of learning organization definitely influence teacher leadership secondary school in Perak. The implications of the study show that learning organization practice can enhance the teacher leadership and it is appropriate to be practiced in all schools for the development of the school.