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School is an important organizational unit in a country. School is also the foundation of every country's education system. A harmonious working environment and a healthy relationship are very vital to ensure the high quality of teachers' work. Issues in the workplace can lead to low performance, job dissatisfaction, loss of happiness, stress, and many other mental health issues. Teachers' well-being is greatly influenced by comfortable, healthy, and happy conditions. Hence, this study aims to examine well-being among teachers in National Secondary Schools (SMK) and Government Funded Religious Schools (SABK) based on the quality of teachers' working life such as psychological, social, political, and economic needs. This was quantitative research with a survey method using questionnaires as the instrument. The respondents of the study comprised 300 teachers in a district in Kelantan, Malaysia. The respondents were chosen based on a random sampling technique. The results of the study showed that the level of teachers' well-being is high. There were no differences regarding the level of teachers' well-being between SMK and SABK.

Malaysia has undergone various transformations in education since its independence in 1957. The work environment plays an important role in teacher adaptation, so this study aimed to identify the differences in the level of teacher adaptation to change in Malaysian education policy in National Secondary Schools (SMK) and Government Funded Religious Schools (SABK). This quantitative research which used a simple random sampling technique was conducted at the randomly selected National Secondary Schools (SMK) and the Government Funded Religious Schools in the state of Kelantan. A total of 300 samples were involved in answering the distributed questionnaire which was an adaptation of Samale (2016) built on the Measure of Adaptive Performance (MAP) instrument by Lillard et al. (2012) and the Individual Adaptability Theory (I-ADAPT) instrument by Ployhart and Bliese (2006). The findings showed that the level of teachers' adaptation was high and there was no difference in the level of adaptation between SMK and SABK teachers. It is hoped that the results of this study can be used as a reference specifically to school administrators and the education ministry towards improving teachers' adaptation to a very high level. This is important because teachers are the leading implementers of education policy in schools and individuals who can fulfil the aspiration of the Ministry of Education to place education in Malaysia on par with the world-class system.

The purpose of this study is to seek the acceptance level of Smart Board among teachers in schools based on the construct presented by the UTAUT Model (Venkatesh et al., 2003).68 questionnaires were distributed to respondents who are teachers in five schools in the Besut District.These schools are among the many schools that are provided with Snmart Boards by the Terengganu government.The questionnaire consists of 4 items on demography, 19 items related to the usage of Smart Boards which uses the Likert Scale. The respondents were teachers who are familiar with using the Smart Boards.The data was analysed using SPSS to get the descriptive statistics and SmartPLS to find the coefficient correlation.The findings showed that there is positive significant influence between the Performance Expectancy factor (?=0.569, p<0.01) and the Facilitating Conditions factor (?=0.295, p<0.01) towards Behavioural Intention with the value of R2=0.72. Both the Performance Expectancy and the Facilitating Conditions factors showed that 72% of the teachers have Behavioural Intention to use the Smart Board during their teaching and learning process. Further study on the acceptance of Smart Board either among the teachers or students are vital because there are not many study has been and this technology is still new in Malaysian schools.