The chapter presents a review of the research literature examining perfectionism from a motivational perspective. Taking the two-factor model of perfectionism—differentiating the two higher-order dimensions of perfectionistic strivings and perfectionistic concerns—as a basis, we present analyses of the differential relationships that the two dimensions show with key motivational constructs focusing on achievement motivation and self-determination theory. As regards achievement motivation, we examine the relationships with achievement motives (hope of success and fear of failure) and achievement goals (task and ego goals, 2 × 2 and 3 × 2 achievement goals). As regards self-determination theory, we examine the relationships with autonomous and controlled motivation and with the different regulatory styles associated with intrinsic motivation, extrinsic motivation, and amotivation. Based on the findings of our review, we propose that the differential motivational qualities of perfectionistic strivings and perfectionistic concerns are important to understand why perfectionism is a “double-edged sword” that may energize or paralyze people, motivating some perfectionists to engage and others to disengage. We conclude that perfectionism research may profit from seeing perfectionism from a motivational perspective, perhaps even regard perfectionism as a motive disposition (need for perfection) whereby perfectionistic strivings represent the approach-oriented and autonomous aspects, and perfectionistic concerns the avoidance-oriented and controlled aspects.

This study focused on to examine challenges faced by secondary female teachers in Garowe of Puntaland, the objects of this research were to investigate the attitudinal challenges faced by secondary female teachers, find out the cultural challenges faced by secondary female teachers and identify the disciplinary challenges faced by secondary female teachers. The research suggested the best effective strategies to overcome these challenges faced by female teachers to teach effectively and efficiency in their teaching profession.
The researcher used both qualitative and quantitative methods, empirical data was collected from educational stakeholders and teachers both male and female, school managers and education officers through questionnaire guides for primary data and secondary data from the library, internet about challenges faced by female teachers and strategies to overcome these challenges.
Structured questionnaires were used to collect data from the respondents. Self-administered questionnaires were ideal. The researcher used simple random sampling, whereby the researcher selected 50 people as drowned out from the research population, 7 Regional Gender Focal Points of Ministry of Education,20 Female Teachers and others composed educational stakeholders, ministry officers and school mangers and male teachers from both public and primary secondary schools in Garowe.

Kemahiran asas konseling merupakan cara seorang kaunselor dalam menggunakan teknik atau kemahiran tertentu dalam membantu klien semasa sesi kaunseling dijalankan. Kemahiran asas tersebut sangat
penting dimiliki kaunselor, karena merupakan nadi dalam hubungan membantu antara kaunselor dengan klien. Kaunselor harus pandai dan tepat dalam menggunakan kemahiran asas tersebut, agar proses
konseling berjalan baik dan berkesan. Penelitian tentang kemahiran asas konseling perlu dilakukan untuk melihat kompetensi kemahiran asas konseling dalam kalangan guru konseling sekolah menengah.
Kemahiran yang akan dilihat antara lain adalah kemahiran kemahiran mendengar, attending skill, parafrasa, refleksi, rumusan, dorongan minimal, konfrontasi, empati dan non verbal. Kemahiran asas konseling dalam kajian ini dilakukan melalui kajian kepustakaan. Model Allen Ivey (2014), Brammer (1973), Carkhuff (1979), dan Gerad Egan (1999), keempat model ini merupakan model kemahiran kaunseling yang bersifat komprhensif untuk melihat kompetensi kemahiran konseling dalam kalangan kaunselor.

Keywords: Kemahiran kaunseling, guru konseling.

The research is conducted to see the university students' littering behavior in their natural settings in the university campus. In the study, researcher looked at the interaction of the gender with the environment type which is littered or unlittered on the littering behavior.

This study analyzes the effect of good corporate governance (GCG) on teacher's organizational citizenship behavior (OCB) mediated by organizational justice. The research data was collected by a questionnaire: GCG, organizational justice, and OCB, through the survey methods toward 356 teachers of State Junior High School in Indonesia. Data analysis uses path analysis supported by descriptive statistics and correlational. The results show that GCG had a significant effect on OCB mediated by organizational justice. This study also was found a fit research model about the GCG's affects teacher's OCB mediated by organizational justice. This new model can discuss among researchers and practitioners. Furthermore, this new model can be discussed as a reference among researchers and practitioners to develop better models of teacher's OCB in the future and various contexts of educational organizations.

Research on area of self-efficacy theory is scarce in African context though several scholars propose the need for investigating the practical utility of the theory in other cultural settings aside from Western countries. We have tested the theory of self-efficacy in Ethiopian context and showed how an innovative classroom based strategy (promoting students’ mastery experience, exposing students to role model, persuading students the importance of effort and creating favorable attitude towards a subject) influenced self-efficacy belief and academic achievements of students in applied mathematics II employing explanatory sequential mixed methods design. We found statistically significant difference between the experimental group and the control group on mean academic performance of applied math II (t = 2.75, df = 121, p = .007). The magnitude of the mean difference (MD = 5.77) between the two groups was medium (η<sup>2 </sup>= .4978). There was no statistically significan...