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The purpose of this study is to ascertain the dominant leadership style of the principals and the dominant school climate as perceived by teachers and to determine the relationship between the leadership style of secondary school principals and the climates of the schools they administer in the Federal Territory of Kuala Lumpur. The instrument used was a self-administered 37-item questionnaire measuring leadership style and school climate. It was administered to 240 randomly selected teachers from eight secondary schools in the Federal Territory of Kuala Lumpur, Malaysia. Comparison of mean scores was conducted to determine the dominant leadership style and school climate, while the relationship between leadership style and school climate was determined by using the Pearson Product Moment correlation. The study found that: (1) All the principals practise the three leadership styles - taskoriented, bureaucratic, and participative styles - on a different level; (2) The dominant leadership style of secondary school principals in Kuala Lumpur is the task-oriented style; (3) The three school climates - reward and participation, structure, and warmth and support - are associated with all the schools; (4) The dominant school climate associated with the majority of secondary schools in Kuala Lumpur is the structure climate; and (5) There is a relationship between each leadership style and school climate in the secondary schools in Kuala Lumpur.

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The aim of this study is to identify the effectiveness of the deductive and inductive methods applied in teaching Arabic grammar based on test performance by First Year · Students of Arabic for Non-Arabic Speaker Students at the Arabic Department of the Faculty of Education in lAIN-Syarif Hidayatullah, Potianak, Indonesia. The selected areas on the Arabic grammar that have been taught and evaluated are : A 1-mubtada' wa al-khabar (al-mufrad, wa al-juml.ah, wa shibhul jumlah} "subject and predicate" (singular predicate, sentence predicate, phrase), wa khabar a!-mubtada' (ta'khirohu, wa taqdimuhu} "predicate of subject" (normal predicate, inverted predicate), wa al-fa 'ii (wa wujub ta 'nith al-ft 'ii ma 'ahu) "subject or doer and how to make feminine verb with it", wa al-maf'ul bih (alzahir, wa al tjamir, wa taqdimuhu) "object" (direct object, pronoun object, inverted object). This study compares the effectiveness of the two methods ( deductive and inductive) used on the students' ability to master the several rules of Arabic grammar. The study employed the experimental method. The sample for the study consisted of sixty students (thirty male and thirty female students) who were divided into two groups : deductive method and inductive method. Each group consisted of thirty students (fifteen male and fifteen female). The researcher used the t-test to answer the research questions and to examine the hypotheses The study found the following: 1.The Pre-test showed the students were weak in Arabic grammar. 2.The Post-test indicated an increase in students' achievement in learning the Arabic grammar after they have been taught by the deductive method. 3.There exists a significant difference between the two methods ( deductive and inductive) in students' achievements in learning several topics in Arabic grammar. 4.Tue deductive method is more effective than the inductive method.

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This study identifies some of the ideal characteristics of university teachers as perceived by high and low achievers of the students at the International Islamic University Malaysia. It also examines the students' perception as to the extent to which these characteristics are observed by their teachers. Finally it determines the relationship between students' perception and their academic achievement and gender. This study used questionnaires as the main instrument for data collection. A cluster sample of 400 male and female students was selected. Percentages, means and t-test were used for statistical analysis . The study found that the students considered the mastery of the subject, adequate preparation for the class , good method of teaching as the most important characteristics of the ideal university teacher. Providing advice and guidance as well as the personal characteristics of the teachers were also considered important. The majority of the students felt that HUM teachers possess these characteristics. As for the influence of academic achievement on the responses, there were no significant differences between the low and high achievers on both the ideal and actual levels. However, significant differences were found between male and female students in their perceptions about the characteristics of university teachers.

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