Abstract:Teachers' job performance is the way in which a teacher behaves in the process of teaching and it is known to be related to teachers' effectiveness. It is said that good performance of students depends upon effective teaching of their teachers. Thus, it is important to examine the factor that could enhance teachers' job performance in school. The main purpose of this study was to examine the influence of organizational climate on teachers' job performance. 37 secondary school teachers in the district of Klang participated in this study. They were selected based on simple random sampling. Data were collected using the survey method and were analyzed using descriptive statistic and inferential statistic. Based on the data collected, the findings showed that teachers in a secondary school were unable to carry out their tasks and the organizational climate in the school was unhealthy. The study also showed that organizational climate was found to be a significant factor that could affect teachers' job performance. In terms of organizational climate dimensions, one aspect of principal's leadership behavior and teachers' behavior: thrust and hindrance were found to be critical factors in enhancing teachers' job performance. The findings of this study have implications to the role of principal in exercising positive job behavior and do not over emphasize on paper work as it would benefit teachers' classroom instruction and students' academic achievement. Based on the findings, this study also provides recommendations for practices and future research.

Self-management in learning is vital. An individual's self being is an agent who acts upon his or her environment required for him or her to achieve academically. Blended learning has been extensively propagated as a means for learners to self direct and drive their learning. However, many students in blended learning courses are facing difficulties in managing their learning time. Many studies have highlighted the importance of self-management strategies in blended learning, but studies about how to manage well one's learning time is much required. This chapter reported a quantitative study that was designed explore the above issue. A questionnaire was constructed to obtain information on self-management strategies of learning (planning, monitoring, and evaluation) as well as time management. The target population was distance learning students who were taking a mathematics course conducted in blended learning environment at the Faculty of Education in a public university. A total of 224 students were randomly selected to participate in this study. The finding showed that the three dimensions (planning, monitoring, and evaluating) named as independent variables significantly contributed to the time management. Besides, the highest coefficient of the contributed factor towards time management is evaluating. Hence, evaluation has played a major role in effective time management. On the other hand, planning and monitoring are significantly contributing to evaluating.

Self-management in learning is vital. An individual's self being is an agent who acts upon his or her environment required for him or her to achieve academically. Blended learning has been extensively propagated as a means for learners to self direct and drive their learning. However, many students in blended learning courses are facing difficulties in managing their learning time. Many studies have highlighted the importance of self-management strategies in blended learning, but studies about how to manage well one's learning time is much required. This chapter reported a quantitative study that was designed explore the above issue. A questionnaire was constructed to obtain information on self-management strategies of learning (planning, monitoring, and evaluation) as well as time management. The target population was distance learning students who were taking a mathematics course conducted in blended learning environment at the Faculty of Education in a public university. A total of 224 students were randomly selected to participate in this study. The finding showed that the three dimensions (planning, monitoring, and evaluating) named as independent variables significantly contributed to the time management. Besides, the highest coefficient of the contributed factor towards time management is evaluating. Hence, evaluation has played a major role in effective time management. On the other hand, planning and monitoring are significantly contributing to evaluating.