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This study aims to identify the effect of Principals' Technology Leadership on Teachers' Technology Integration in Malaysian secondary schools. This is a crosssectional survey where systematic random sampling was carried out to select 47 principals and 375 teachers from National Secondary Schools in the northern region of Kedah, Malaysia. Two questionnaires were used: Principals Technology Leadership Assessment (PTLA), which is based on the International Society for Technology in Education (ISTE)-Standards for Administrators (2014) was administered to principals, while the Learning with ICT: Measuring ICT Use in the Curriculum Instrument was administered to the teachers from the same schools as the principals. Descriptive analysis was carried out using SPSS Version 25, and SmartPLS was used for inferential analysis. Although the findings showed that the levels of Technology Leadership; the five constructs of ISTE (2014), and Teachers' Technology Integration were at high levels but, there was no significant relationship between Principals' Technology Leadership and Teachers' Technology Integration in the selected schools in the northern region of Kedah. Principals' preparatory programmes should emphasize leadership based on technology to enhance the integration of technology in classrooms. Further research on professional development for principals' is recommended.

Technology leadership is being redesigned to accelerate technology integration in schools to develop and sustain the skills needed to produce skilled manpower. Previous studies showed that the factors that prevented leaders and teachers from integrating information and communication technologies (ICT) in schools are lack of ICT training, teacher ICT competency, and access to ICT resources. This shows that there is a gap in technology integration in schools. This study aims to identify the importance of technology leadership for technology integration based on gender and professional development. This is a quantitative study using cross-sectional design. A total of 90 respondents were selected by systematic random sampling from 190 national secondary schools. The importance and performance matrix analysis revealed that professional development had high performance and was an important variable in the prediction of teachers’ technology integration, but gender was not. Thus, school management should give priority to digital age learning culture and digital citizenship constructs to accelerate teachers’ technology integration in schools.

The purpose of this study is to evaluate the behavioral intention of higher education students to use e-learning during the Covid-19 pandemic. Not many re- searchers have utilized the UTAUT2 model to study the use of technology during this pandemic in the education setting. Therefore, snowball sampling was carried out and the research population consisted of higher education students (n = 159) who have been using e-learning platforms during the ongoing pandemic. The data was collected using a questionnaire based on the adapted UTAUT2 model. Partial Least Squares-Structural Equation Modelling (PLS-SEM) was used for statistical analysis. Social Influence and Habit significantly influenced Behavioral Intention to use e-learning. However, Performance Expectancy, Effort Expectancy, Facilitating Conditions, Hedonic Motivation and Price Value did not have any influence. Habit was found to be the strongest predictor for Behavioral Intention. The findings of this study will guide higher educations to consider the factors for effective implementation of e-learning in an academic setting and provide directions for future research.

This article presents a bibliometric analysis of publications on blended learning in higher education. The analysis is grounded on statistics obtained from the online Scopus database on 11 December 2019. The study used Microsoft Excel to conduct a frequency analysis, VOSviewer for data visualization, and Harzing’s Publish or Perish for citation metrics and analysis. In total 1,064 valid documents were analyzed, based on keyword search results for “blended learning”, “perception”, “achievement”, “engagement”, “higher education” and “bibliometric analysis”. This article reports descriptive and content analysis on document type and source type. Analysis shows that number of publications per year increased from 2000 to 2018. English is the most widely used language for publications, and most publications are from the social sciences. The United States contributes the most publications. The most active journals, influential institutions, citation metrics and highly cited articles are listed. Network visualization maps demonstrate keyword analysis of author keywords; co-authorship by country and author; number of authors per document; citations by country and document; co-occurrence of all keywords; and, lastly, co-citation by cited sources. The visibility of work on blended learning in highly cited journals in the past two decades reveals that blended learning has gained significant attention among educators and researchers. Future research could include systematic literature reviews or other mapping tools, such as HistCite.

The goal of this study is to evaluate how instructional leadership, teacher efficacy, and school climate influence students' academic performance. The study included 381 teachers from six divisions in Sarawak, Malaysia. This study used a cross-sectional survey approach. Questionnaires were used to collect data from respondents. For descriptive analysis, SPSS version 26.0 was utilised, while SmartPLS 3.0 was employed for partial least squares-structural equation modeling (PLS-SEM) analysis. By focusing on secondary school teachers, the paper adds new knowledge to literature. Surprisingly, the results of the investigation revealed that principals' instructional leadership and school climate had no substantial impact on student academic performance. Meanwhile, it was discovered that teacher efficacy has a considerable impact on student academic performance, implying that teacher efficacy is a predictor of student academic performance. Furthermore, teacher experience was not a significant moderator variable. Future research should focus on principals' self-assessment of instructional leadership and the moderating effect of school climate on student performance. The ramifications of the disparity between Asian instructional leadership and western literature should also be investigated.

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In a teacher education institute in Malaysia, blended learning is considered as a strategic and effective learning instruction with unique features to help improve student-teacher's discussion skills, improve their communities of practice, and achieve their course purposes. One of the tools of blended learning is flipped classroom. Flipped classroom should be implemented especially among student teachers. The definition of flipped classroom was explained in detail, and furthermore, flipped classroom activities are based on social and cognitive constructivist theory that is suitable to be implemented in teacher education institutions in Malaysia because it is student-centered and involved students actively during the learning process. A research done in one of the teacher education institutions was discussed to find out the effect of flipped classroom in achievement history test and motivation among the 20 student teachers who enrolled for Early European History until 21st Century as one of their major papers.