Teachers' competency has sparked much interest among educational stakeholders in Malaysia. The debates among how well Malaysian teachers educate students has produced concern and become interminably reported in research. Under the government civil servants' services, teachers have been called upon to gain and bringing back this noble and reputable profession at its standard and earn the trust of parents in ensuring the success of their children at school. As part of this matter, TVET stream in Malaysia becomes sensational and selected as one of the national agendas in producing the local manpower and human capital development, where the spirit is to grow the young generation to become a skilled-worker in industry. Indeed, encumbrance issues such as teacher competency, program accreditation, and unemployment among graduates are among those matters mostly brought into round-table discussions and conversations among stakeholders. Therefore, this article depicted one of the issues, which is on the basis of teachers' competency and analyzed the relationship between teacher's competency traits (knowledge, skills, attitude) and teaching practices in practical-based learning and also to discover the best predictor contributed to teacher's competency measurement. A survey was distributed to 150 TVET teachers at three selected vocational colleges in Selangor. The construct of the questionnaire was adapted from prior studies and undergone a pilot study to ensure the questionnaire fit with intended research objective. The results of the study revealed that knowledge, skills, and attributes have played a major role in ensuring the competency level of Teachers. Along with the findings, the knowledge of the teachers was found the most critical factor to describe TVET teacher's competency. The implication of the results suggested that holistic traits of teacher that in knowledge, skills, and attitudes inclusively empower, their competency level of becoming effective teachers. Notwithstanding the need for the development of skilled manpower must conclusively enlighten not only knowledge-based but also students' discovery of their skills and attitude potential especially when entering the job environment. Therefore, before proceeding with the teaching and learning environment, the teacher must first imply all these characteristics and exercise this application to students. Ultimately, the outcome from this environment will help students to venture the employment market and increase the likeliness of getting hired; locally and global job market.

Background: Interest and concern regarding the social support and burnout of college lecturers have grown over the past decades. Maintaining good mental health is critical for university lecturers. Social support has been identified as an effective resource against burnout. However, few studies have comprehensively examined the connection between social support and burnout specifically among college lecturers. Therefore, this review aims to explore how social support influences the burnout of college lecturers. Methods: This study employed the systematic literature review (SLR) methodology. Results: A thorough systematic review of 20 studies was conducted between 2015 and 2024, drawn from five major databases: Web of Science, Scopus, APA PsycINFO, PubMed, and Eric. The review indicates that burnout is measured through the Maslach Burnout Inventory, Maslach Burnout Inventory—Educators Survey (MBI-ES), Maslach Burnout Inventory—General Survey (MBI-GS), Burnout Syndrome Evaluation Questionnaire, Copenhagen Burnout Inventory (CBI), Shirom–Melamed Burnout Measure (SMBM), and the Oldenburg Burnout Inventory (OLBI). While social support is measured through the Multidimensional Scale of Perceived Social Support (MSPSS) and Perceived Organizational Support (SPOS) survey. Individual and occupational factors contribute to lecturers’ burnout. This study reveals the association between social support and burnout among lecturers and it emphasizes the multifaceted role of social support in alleviating burnout among lecturers. Conclusions: The findings suggest that educational institutions should strengthen support systems and increase the emotional support available among lecturers to relieve burnout.

The teaching profession is widely recognized as highly challenging due to its intense workload, emotional demands, and ongoing stressors. This Systematic Literature Review (SLR) aims to identify and evaluate various interventions that have been implemented to address lecturer burnout over the past five years. A thorough review of 21 studies published between 2020 and 2024 was conducted across five major databases: Web of Science, Scopus, PubMed, ERIC, and APA PsycINFO. Relevant search terms were used to explore the effectiveness of different interventions aimed at reducing lecturer burnout. Articles were extracted, reviewed, collated, and thematically analyzed to synthesize the findings. Seven distinct interventions were identified as effective in reducing burnout. The most commonly studied intervention was social support, followed by training programs. Other interventions demonstrating positive results include supportive work environments, Rational Emotive Behavior Therapy (REBT), and psychological capital. Additionally, interventions that balanced work and life conditions, facilitated teaching transitions, helped lecturers reevaluate major work demands, and encouraged the utilization of character strengths were also found to yield beneficial outcomes. The implementation of targeted, school-based interventions is crucial for reducing burnout and enhancing the overall well-being of university lecturers. Policymakers, administrators, and educational leaders should prioritize the implementation of school-based awareness and intervention programs.

From 2010 through to 2021, this study critically assessed Malaysia's government efforts to increase industrial involvement in the country's TVET system. The goal of this research is to look at what the Malaysian government has done to strengthen industrial involvement in the country's TVET system from 2010 to 2021, as well as to make recommendations for any future changes. A textual narrative synthesis, based on three elements: strategy, execution, and the impact of those policies in promoting industrial involvement in the Malaysian TVET system, was used to conduct a systematic review. Five government policies since 2010 have been extracted from 231 linked-literature sources, each of which presented a strategy to improve industry-TVET cooperation. All of these government measures, according to the report, adopted a corporatist paradigm, in order to encourage corporate participation in the national TVET system. This was done by providing various incentives, including tax breaks, training grants, and subsidies. Improvements have been suggested to boost the industry-TVET relationship in Malaysia, particularly by giving connected industries some obligations to participate in the country's human-resource development, in comparison to the German model of the dual Apprenticeship programme.

Background: The significance of higher education is essential for human progress. University lecturers face increasing demands in teaching, research and management, which often leads to increased job stress and burnout. Although numerous studies have investigated this relationship, the results are still inconsistent. This study performed an extensive literature review and meta-analysis to elucidate the association between lecturer job stress and burnout. Method: We conducted a systematic search in four major databases, SCOPUS, Web of Science, PubMed, and Google Scholar, and obtained all studies published until 2025. All studies set inclusion and exclusion criteria, and all cross-sectional studies were quality assessed using the JBI literature quality assessment form. Finally, 20 articles were included. The overall correlation coefficient of all literature was calculated by meta-analysis, and possible moderating factors such as country and gender were explored by subgroup analysis. Results: According to the meta-analysis, a strong positive correlation exists between job stress and burnout among university lecturers, as evidenced by a combined correlation coefficient of r = 0.452, a confidence interval of [0.380, 0.519], Z = 10.911, and p < 0.001, which was a moderate-high effect size. In the regression analysis, gender was not significant; however, in the subgroup analysis, cultural background and measurement tools exerted significant effects as moderator variables. Conclusion: This study aimed to further explore the relationship between job stress and burnout among university lecturers. The results provide comprehensive and accurate data support for how job stress affects burnout among lecturers in higher education, and have practical implications for universities to formulate targeted intervention measures. Systematic review registration: PROSPERO Registration: CRD420251073039, https://www.crd.york.ac.uk/PROSPERO/myprospero , https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42023456789 .

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