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This study aims to investigate the direct and indirect relationships among principal instructional leadership, collective teacher efficacy, and teacher commitment using multilevel analysis.

This study employed quantitative cross-sectional research design. Data were collected from 1,328 teachers selected from 71 Malaysian primary schools.

The direct relationship between instructional leadership and teacher commitment was significant at the school level. Similarly, instructional leadership exhibits a significant direct effect on collective teacher efficacy. Collective teacher efficacy also has a significant direct effect on teacher commitment. The results also indicate a significant indirect effect at school level between instructional leadership and teacher commitment through collective teacher efficacy.

The multilevel analysis among instructional leadership, collective teacher efficacy, and teacher commitment warrant further investigations with larger sample sizes at both group and individual levels.

This study supplements previous findings by contributing more rigorous empirical evidence using multilevel analysis. The findings extend current knowledge in the principal instructional leadership literature in the context of a Southeast Asian country.

This study aims to investigate the relationships between distributed leadership, teacher academic optimism and teacher organisational commitment with the contextual influence of gender and teaching experience.

This study employed partial least squares structural equation modelling for data analysis. This study has selected 421 teachers from 18 secondary schools in Penang.

Distributed leadership has a positive direct effect on teacher academic optimism and organisational commitment. The relationship between distributed leadership and teacher academic optimism was stronger for male teachers and senior teachers who have more than ten years of teaching experience. However, gender and teaching experience have no significant moderating effects on the relationship between distributed leadership and teacher organisational commitment.

The reason for the non-existent relationship between distributed leadership and teacher organisational commitment across gender and teaching experience remains unknown. In-depth investigation using interview method is required for further exploration.

This study complements and extends prior research on the relationships between distributed leadership, teacher organisational commitment and teacher academic optimism by providing evidence from Malaysia on how they contribute to the organisational conditions of their school.

This study has its originality in investigating the relationships between distributed leadership, teacher organisational commitment and academic optimism with the contextual influence of gender and teaching experience in the non-western society.

This study intends to extend the unified theory of acceptance and use of technology (UTAUT) model by integrating perceived enjoyment as an intrinsic motivation so as to investigate factors influencing Chinese undergraduate English as a Foreign Language (EFL) students' intention to use ChatGPT for English learning.

A cross-sectional quantitative survey method research design was used in this study. Data were collected from 432 undergraduate students at two Chinese universities. The data analysis was carried out using SmartPLS 4, a computer software that employs the partial least squares structural equation modelling (PLS-SEM) technique. The analysis of the model was performed in two stages, including the assessment of reflective measurement model and structural model. The PLS predict was utilized to assess the model’s predicting power.

Findings showed that effort expectancy, performance expectancy, social influence and perceived enjoyment were positively related to Chinese undergraduate EFL learners' intention to use ChatGPT for English learning. Perceived enjoyment mediated the relationships between effort expectancy, performance expectancy, social influence and intention to use ChatGPT for English learning respectively.

Through incorporating the perceived enjoyment as an intrinsic motivation into the UTAUT model to explore factors that impact Chinese undergraduate EFL learners' intention to use ChatGPT for English learning, this study has extended the applicability of the UTAUT model and provide insights into factors affecting students' intention to utilize ChatGPT or other AI-based technologies for English learning.

This study aims to explore the role of ChatGPT literacy within the technology acceptance model (TAM) framework and its potential for learners of English as a foreign language (EFL), whereby ChatGPT is integrated into their informal digital learning of English activities.

Data from 543 Chinese EFL learners were collected using a cross-sectional quantitative method. The relationships between six factors, namely, ChatGPT literacy, perceived ease of use, perceived usefulness, attitude, behavioral intention and actual use, were conceptualized and tested based on the TAM framework. The conceptualized model was verified using partial least squares structural equation modeling.

The findings indicated that ChatGPT literacy is a significant predictor of perceived ease of use and perceived usefulness, which were the two core variables with a significant impact on attitude. Perceived ease of use positively influenced perceived usefulness, indicating the mediating role of perceived usefulness in this path. Attitude significantly and positively influenced behavioral intention, which positively predicted actual use. Moreover, ChatGPT literacy moderated the relationship between behavioral intention and actual use.

This study extends the TAM framework by incorporating ChatGPT literacy as a predictor and moderator between behavioral intention and actual use. Empirical evidence is further offered for including ChatGPT as a language-learning instrument with great potential for EFL learners in extramural EFL learner settings.

This study delves into the less-explored domain of teachers’ readiness for leadership roles by investigating the direct and indirect relationships between positive school culture and teachers' readiness for leadership roles through affective-identity motivation to lead, and teacher optimism.

This study employed partial least squares structural equation modelling (WPLS-SEM) for data analysis. The data were gathered from 424 elementary school teachers who do not hold any leadership positions in Xi’an, China. A total of 391 samples were used after sampling weight adjustments.

There is a significant and positive direct relationship between positive school culture and teachers’ readiness for leadership roles. Affective-identity motivation to lead and teacher optimism emerged as significant mediators in this dynamic.

This study complements and expands on the study of the relationship between positive school culture, affective-identity motivation to lead, teacher optimism and teachers' readiness for leadership role. This research has established a theoretical framework for school stakeholders to cultivate future teacher leaders.

These findings provide valuable theoretical insights into educational leadership literature and contribute to a more comprehensive understanding of the factors influencing teachers in assuming leadership roles, particularly in the context of Asian societies.

This study aims to examine the influence of transformational leadership and mindfulness on lecturers' commitment to teaching entrepreneurship with mediating effect of readiness for change in polytechnics.

The study used the cross-sectional survey method. The sample participants were 171 lecturers from polytechnics. Data were analysed by using partial least squares–structural equation modelling (PLS-SEM) approach.

Findings indicated that readiness for change mediated the relationship between transformational leadership and commitment to teaching entrepreneurship. Transformational leadership and mindfulness had no significant influence on commitment to teaching entrepreneurship. Readiness for change did not mediate the relationship between mindfulness and commitment to teaching entrepreneurship.

Higher education should be aware of the importance of lecturers' readiness for change. This is because readiness for change is the mediator of the relationship between transformational leadership and commitment to teaching entrepreneurship.

The study sheds light on the explanation of mediating effect of readiness for change to influence the relationship between transformational leadership and lecturers' commitment to teaching entrepreneurship in the Malaysian polytechnic context.

This study aims to examine the relationship between undergraduates' course experience and their deep learning approach and to identify areas of improvement to facilitate students' deep learning in the private higher education context.

Data were collected from 844 Malaysian undergraduate students who studied in six private higher education institutions (HEIs) in Penang and Selangor. This study used partial least squares structural equation modelling (PLS-SEM) for data analysis.

The findings revealed that good teaching and appropriate assessment have no significant relationship with deep learning. Generic skills, clear goals and standards, appropriate workload and emphasis on independence are positively related to deep learning. Generic skills and emphasis on independence are two domains that deserve attention to enhance deep learning among undergraduates.

Lecturers need to focus on to the cultivation of generic skills to facilitate students' deep learning. Student autonomy and student-centred teaching approaches should be empowered and prioritised in teaching and learning.

The current study has its originality in providing empirical findings to inform the significant relationship between dimensions of course experience and deep learning in Malaysian private HEIs. Besides, it also identifies the areas of improvement concerning teaching and learning at the private HEIs using importance-performance matrix analysis (IPMA) in a non-Western context.

The purpose of this study is to examine the applicability of Course Experience Questionnaire (CEQ) in a Malaysian university context.

The CEQ was translated into Malay language using rigorous cross-cultural adaptation procedures. The Malay version CEQ was administered to 190 undergraduate students in one Malaysian public university. Statistical analyses were used to examine the reliability and factor structures of the Malay version CEQ scales using IBM SPSS version 20.0.

Findings raised serious questions about the reliability and construct validity of the CEQ for a Malaysian university sample. Findings revealed that only two out of five scales of CEQ showed satisfactory level of reliability. Six items failed to load on the intended scales.

The sample size is small with 190 university students and covered respondents from one local university, while the other 17 local universities were not included due to geographical distance.

The findings are particularly important for higher education policymakers to optimise and allocate the resources to improve university quality teaching. More attention should be paid toward how to furnish the university teaching staff to provide a high level of teaching quality that contributes to students’ generic skills for their employment in future. Researchers could extend the applicability of the Malay version CEQ in primary and secondary school context.

The vast majority of CEQ-related research has been undertaken in the Western context, thus raising the question of the applicability of CEQ for a Malaysian university context. The fall in the Times Higher Education and QS World University rankings as well as the limited research in assessment-related higher education has also accelerated the needs to examine the applicability of CEQ23 in Malaysian university context. This study has provided fundamental cross-validation empirical evidence to propose improvement in future studies.