Emotional intelligence plays an important role in motivating a person to commit to a job. A person’s attitude while carrying out work makes emotional intelligence directed towards good productivity in the organization. This situation is also a major issue among vocational college teachers in Malaysia. There are issues where these teachers are unable to give a firm commitment to their organization due to their work attitude and emotional intelligence. This quantitative study was conducted to explore the relationship between work attitudes, organizational commitment and emotional intelligence among vocational college teachers in Malaysia. This study involved 263 respondents consisting of vocational college teachers throughout Malaysia. Analysis with Structural Equation Modelling (SEM) approach using Analysis of Moment Structures (AMOS) software was conducted. The results of the analysis show that, there is a significant positive relationship between work attitudes, organizational commitment and emotional intelligence. Therefore, this study can be used as a guide to stakeholders in managing vocational colleges, teachers and organizations properly.

This study explores the factors leading to the onset of task load among teachers of Special Education Integration Program. As we know, task load is an important issue among special education teachers in general and teachers of Special Education Integration Program in particular. This issue has been going on for a long time. Some studies have found that there are a number of factors that influence the task load of teachers of Special Education Integration Program, including leadership issues at school, working conditions, work intensity and also resources or facilities. In this study, a fully quantitative approach is used to determine factors in the task load of teachers of Special Education Integration Program. The questionnaire was distributed online using the Google form platform to randomly collect data from 400 respondents across Malaysia. The data obtained were then analysed using Structural Equation Modelling (SEM) using AMOS 21 application. Confirmatory Factor Analysis was performed to obtain factor loading for each element obtained namely work type, work environment and time. The analysis results show that the two factors reflect the appropriate fit and meet all the criteria for validation. While the work type factor does not show compatibility. There have been several domestic and overseas studies examining the factors of special education teacher loading, but the application of the SEM analysis approach using AMOS is still underdeveloped. Therefore, the findings of this study can further confirm previous findings on this issue.

Teachers in the special integration education program (PPKI) in Johor do not feel satisfaction in working, especially in the teaching and learning process for pupils with special needs. This problem exists due to various factors, such as the high burden of duties, the special circumstances of students who are unable to manage themselves, the readiness of the teachers themselves and the leadership of the headmasters. From all the factors mentioned, the headmasters' leadership factor has a very significant influence in determining job satisfaction for teachers in PPKI. Therefore, this study was conducted to explore the elements of the headmasters' leadership construct that influences teachers' job satisfaction in the Special Education Integration Program (PPKI) in Johor, Malaysia. This study involved 11 respondents consisting of PPKI coordinators from each district in Johor, Malaysia. This study used the full qualitative approach by interview data collection. The result of the thematic analysis showed that there are five main leadership elements that have become the factors to job satisfaction among PPKI teachers in Johor namely leadership style, attitudes, knowledge, experience and also qualification. These five elements are recommended to the headmaster to be given attention in ensuring the satisfaction of PPKI teachers.

Managing school is a daunting task for a headmaster. This responsibility is exacerbated when it involves the Special Education Integration Program (SEIP). This situation requires appropriate and effective leadership in addressing some of the issues that are currently taking place at SEIP such as task load and job satisfaction. This study aimed to identify the influence of headmaster leadership on task load and teacher job satisfaction at SEIP. Th is quantitative study was conducted by distributing 400 sets of randomized questionnaires to SEIP teachers across Malaysia through google form. The data obtained were then analyzed using Structural Equation Modeling (SEM) and AMOS software. The results show that there is a significant positive effect on the leadership of the headmaster and the task load of the teacher. Likewise, the construct of task load and teacher job satisfaction has a significant positive effect. However, for the construct of headmaster leadership and teacher job satisfaction, there was no significant positive relationship. This finding is very important as a reference to the school administration re-evaluating their leadership so as not to burden SEIP teachers and to give them job satisfaction. In addition, the findings of this study can also serve as a guide fo r SEIP teachers to increase awareness of the importance of managing their tasks. This study also focused on education leadership in general and more specifically on special education leadership.

The leadership of the headmaster at the school exerted a powerful influence on the overall management of the school. For schools with the Special Education Integration Program (SEIP), the leadership of the headmasters is affecting the task load of teachers and their productivity. The subsequent state of affairs also has an impact on job satisfaction. There have been numerous studies at home and abroad that have shown that headmaster leadership has a significant impact on SEIP teacher duties. This study was conducted to identify the relationship between headmaster leadership, task load and SEIP teacher job satisfaction. Data were collected quantitatively by distributing a set of questionnaires to 400 respondents comprising SEIP teachers throughout Malaysia using google form. Using Structural Equation Modeling (SEM) and AMOS software, all three constructs were tested to identify their relationships with each other. The analysis showed that there was a significant positive relationship between headmaster leadership, task load and SEIP teacher job satisfaction. There are many studies on these constructs, but the use of SEM analysis for related constructs is still poorly conducted. The findings of this study can serve as a reference to school administrators, especially principals to re-evaluate their leadership so as not to burden teachers and to provide job satisfaction to SEIP teachers.