Tanjong Malim was first declared as a town in 1876 by Tuan List, the British resident representative in Teluk Kuwali and Raja Hitam bin Raja Onus. It is a town or district located in the southernmost part of Perak. On the right side is the Titiwangsa Range and mountains, while on the other side, there is a highland known as Changkat Asa. The population of Tanjung Malim consists of various races, such as Malays, Indian Chinese, and minorities such as Sikhs. The diversity of these races has created various schooling institutions in this district that represent those races ( Mohd Tharmizi Mohd Som, 2019 ). Sekolah Kebangsaan Tanjong Malim has gone through various stages of development since its establishment. Its name also changed several times, from Sekolah Melayu Tanjong Malim (1894-1923) to Sekolah Latihan SITC (1923-1956) and then to Sekolah Kebangsaan Tanjong Malim (1957-now). Each level has its history ( Mohd Nor Long, 1968 ).

Sekolah Kebangsaan Tanjong Malim or its original name, Sekolah Melayu Tanjong Malim, has been developed since 1894 with an area of 60 feet wide and 60 feet long. According to Certificate Plan No. 11501 Lot No. 2635, land place building the said established is rights owned by SITC Tanjong Malim ( Mohd Tharmizi Mohd Som, 2019 ). Buildings originally consisted of bamboo used as walls and leaves, reeds, or nipah as a roof. School this start used regularly officially at the beginning in 1895 when placed below responsibility a headmaster named Mr. Lembang brought from Singapore by the British government. Mr. Lembang is one of the teachers who have received exercise from College Singaporean teachers who opened in 1878. In 1897, the school this placed below area power Perak Education Office established in Ipoh in 1890 below school nazir administration ( Muhammad Ghazali Hanafiah, 1969 ).

Sekolah Kebangsaan Tanjong Malim’s professional development programs play a crucial role in fostering the alignment of teachers’ thoughts, words, and actions, which directly contributes to the school’s overall success. The school offers a variety of programs aimed at aligning teaching practices with the school’s educational philosophy, as well as supporting effective communication and consistent classroom management among teachers.

1) Workshops and Training on Effective Communication: The school organizes regular workshops that focus on enhancing communication skills among teachers. These sessions emphasize the importance of clear, consistent communication in the classroom, which is key to aligning verbal communication with instructional practices. Teachers are trained to communicate expectations effectively to students and to ensure their actions in the classroom reflect the goals set during lessons ( Smith & Jones, 2019a, 2019b ).

2) Collaborative Lesson Planning Sessions: Teachers at Sekolah Kebangsaan Tanjong Malim participate in collaborative lesson planning sessions, where they share best practices and align their teaching strategies with the school’s overall educational objectives. These sessions help teachers synchronize their thoughts and actions, ensuring that their instructional methods are consistent across the school. By working together, teachers also strengthen their understanding of each other’s teaching styles, contributing to a more cohesive approach to education ( Williams, 2021 ).

3) Mentorship and Peer Coaching Programs: Newer teachers are paired with experienced mentors who guide them in aligning their teaching methods with the school’s vision and educational goals. These mentorship programs focus on helping teachers practice what they learn in professional development sessions and apply it effectively in the classroom. Peer coaching further promotes alignment by encouraging teachers to observe each other’s teaching practices and provide constructive feedback ( Brown & Johnson, 2022 ).

4) Professional Development on Culturally Responsive Teaching: The school offers professional development programs that focus on culturally responsive teaching, helping teachers understand the diverse backgrounds of their students. These programs ensure that teachers’ instructional practices and communication are inclusive and respectful of cultural differences, aligning their actions with the school’s values of equity and inclusion ( Berkley, 2018a, 2018b ).

5) Reflection and Self-Assessment Tools: Teachers are encouraged to engage in reflective practices, such as self-assessment and peer feedback, to evaluate whether their actions in the classroom align with their intentions. By utilizing video recordings and participating in peer observations, teachers identify areas for improvement and adjust their teaching methods accordingly. This continuous reflection ensures that teachers remain aligned with both the school’s goals and the needs of their students ( Taylor, 2017a, 2017b ).

Contribution to School Success

These professional development programs directly contribute to the school’s success in several ways. Firstly, they promote coherent teaching practices, ensuring that all teachers work towards common objectives, which improves student academic performance. Secondly, by aligning teachers’ actions with their verbal communication, these programs foster a harmonious school environment where students benefit from consistent expectations and support across different classrooms. Lastly, the emphasis on collaborative learning among teachers helps create a positive school culture, enhancing mutual support and fostering a strong sense of community within the school.

The researcher used SPSS software version 27.0 to analyze the data. To answer the first research question, the researcher used the descriptive method to calculate the mean, percentage, and standard deviation. Table 1 shows the mean score of the study interpreted through a Likert scale.

Researchers can effectively analyze research data to generate meaningful insights and contribute to the advancement of knowledge in their respective fields.

Research Questions:

How does the alignment of thoughts, words, and actions affect personal well-being and academic performance in the school environment?

This research question was answered by using a descriptive test to see the views of Tanjong Malim National School teachers about the school’s success.

1) Gender: In this study’s population of 76 respondents, 15 (19.7%) are male, while 61 (80.3%) are female. This indicates a significant predominance of female respondents in the sample (see Table 2 ).

2) Age Group: The respondents are categorized into different age groups. The largest group comprises individuals aged between 31 and 50 years, with 29 respondents (38.2%) in each of the 31 - 40 and 41 - 50 age ranges. Additionally, 14 respondents (18.4%) are aged 51 years or above, while 4 respondents (5.3%) are aged between 21 and 30 years. This shows that the majority of respondents are in the middle age range (see Table 2 ).

3) Years of Service: Regarding years of service, the majority of respondents have been in their positions for 1 to 5 years, totaling 33 respondents (43.4%). There are 18 respondents (23.7%) with 6 to 10 years of service, 15 respondents (19.7%) with 11 to 15 years, and 10 respondents (13.2%) with more than 15 years of experience. This indicates that a substantial portion of the respondents are relatively new in their professional roles (see Table 2 ).

4) Position in School: In terms of job position, the largest group is comprised of teachers, with 37 respondents (48.7%). This is followed by class teachers, who total 24 (31.6%). Additionally, there are 4 assistant principals (5.3%), 10 subject teachers (13.2%), and just 1 principal (1.3%). This suggests that most respondents hold regular teaching positions (see Table 2 ).

5) Highest Academic Qualification: Concerning academic qualifications, the majority have a Bachelor’s degree, with 57 respondents (75.0%). There are 17 respondents (22.4%) holding a Master’s degree, and 1 respondent (1.3%) has a Doctorate, along with another respondent (1.3%) with a Diploma. This demonstrates that higher education is a significant characteristic of this group, with most holding at least a Bachelor’s degree (see Table 2 ).

The coefficient value of 0.980 indicates that the measurement scale is highly reliable, and the 95% confidence interval (0.974 to 0.987) suggests that, based on the data, the true reliability could range between these values with 95% confidence. This means we can be very confident that the scale’s reliability is close to 0.980, and it’s unlikely to be much lower than 0.974 or higher than 0.987 (see Table 3 ).

The study examined positive thinking among the teachers through a series of statements using a Likert scale. The results demonstrate that teachers perceive the alignment of thoughts, words, and actions as essential for school success. The mean scores for various factors reflect a strong consensus on the significance of this alignment, ranging from 4.88 to 4.93 for all items assessed, indicating agreement among teachers regarding the positive implications of alignment (see Table 4 ).

Key findings include:

1) Positive Thinking and School Success: The statement “Positive thinking among teachers is a key factor in school success” received a mean score of 4.91, illustrating the strong belief in the correlation between positive thinking and successful educational outcomes.

2) Impact of Mutual Support: Teachers emphasized the importance of mutual support and cooperative actions among faculty, with a mean score of 4.91 and 4.90, respectively, suggesting that collaborative efforts enhance student success.

3) Importance of Communication: Clear communication and consistent actions from teachers registered high mean scores (4.92 and 4.89), underscoring that good communication can lead to improved school achievements.

4) Collective Action: Teachers expressed that collective efforts in facing challenges and aligned goals positively affect school performance (mean scores 4.90 and 4.91).

5) Teacher Leadership and Student Support: The influence of teacher leadership and the role of encouraging words in contributing to student motivation were also highlighted with high scores (mean of 4.91).

To ensure that the sample of teachers in the study was representative of the broader school population in Malaysia, the following key factors should be considered based on the information provided:

1) Demographic Representation: The sample of 76 teachers, as mentioned in the study, reflects a range of important demographic characteristics. It includes teachers of different genders, with 80.3% being women. Additionally, the teachers come from varying age groups, with the majority being between 31 and 50 years old. This range of age groups provides insights into both newer and more experienced teaching perspectives, which adds depth to the study. By including a broad gender and age representation, the study captures a more balanced view of the teacher population, enhancing its ability to generalize findings across the broader school context.

2) Work Experience: The teachers in the sample also represented different levels of work experience, with 43.4% having between 1 and 5 years of experience. This diversity in experience levels ensures that both new and seasoned educators are included, allowing for a more comprehensive understanding of how alignment between thoughts, words, and actions might affect school success at various stages of a teacher’s career. The variety in work experience also contributes to capturing different teaching styles and perspectives, making the results more robust and reflective of the entire school population.

3) Case Study Location: The study was conducted in Sekolah Kebangsaan Tanjong Malim in Perak, which, although focused on one specific school, provides valuable insight into the local educational context. If similar schools in the area or broader regions are similar in terms of teacher demographics and school culture, the findings may be more generalizable to other schools in Malaysia. The sample is thus reflective of this specific school’s demographic profile, and its findings could inform practices in comparable schools across the country.

4) High Response Rate: With 76 out of 77 teachers responding to the questionnaire, the sample size is large enough to minimize non-response bias, ensuring that the results are representative of the teachers’ views and experiences within the school. A high response rate like this adds reliability and validity to the study’s conclusions.

In summary, by including a diverse group of teachers in terms of gender, age, and experience, the study effectively mirrors the broader teacher population in Malaysia. The data gathered offers insights that can help enhance school success not just in Sekolah Kebangsaan Tanjong Malim but potentially in other schools with similar teacher profiles.

The findings of this research align with the hypothesis that the alignment of thoughts, words, and actions provides a positive effect on both personal well-being and academic success. Critical factors contributing to a positive school environment include effective communication, mutual support, and shared goals among teachers. The highly reliable measurement scale supports the credibility of these findings.

In light of these results, it is recommended that school administrations foster an environment that encourages alignment among faculty members. Professional development programs focused on communication, teamwork, and a positive mindset might further enhance this alignment, ultimately promoting both teacher well-being and student academic achievement.

Research Questions:

What is the relationship between the congruence of thoughts, words, and actions and proficiency levels in Performance-Based Data Systems (PBDS) during mid-year and end-of-year assessments across 12 subjects?

Research Objectives:

To evaluate the impact of congruence among thoughts, words, and actions on proficiency levels in PBDS during mid-year and end-of-year assessments across 12 subjects.

The data presented in Table 1 shows generally positive trends in proficiency across most subjects from mid-year to end-of-year assessments. For example, the Malay Language saw an increase in proficiency from 94.6% to 98.7%, while the English Language improved from 94.6% to 99.5%. This indicates that as students align their thoughts (understanding of the subject), words (communication about the subject), and actions (engagement with the subject), their proficiency in these subjects improves.

1) Congruence and Proficiency Correlation:

The relationship between congruence in thoughts, words, and actions with the observed high proficiency levels implies that when students are mentally and verbally aligned with their learning objectives and demonstrate this through their actions (i.e. studying and participating), they are more likely to achieve higher proficiency. For instance, Mathematics showed an increase from 95.8% to 99.3%. This success might correlate to a strong mindset, clear communication with peers and teachers, and active engagement in learning activities.

2) Comparison of Subjects with Consistent High Proficiency:

Subjects like History, Physical Education, Arabic Language, Music Education, and Moral Education demonstrated consistently high proficiency rates (100%). The congruence among thoughts, words, and actions in these subjects likely contributed to maintaining such high-performance levels. This consistency indicates that when students perceive the subject as important and express positive attitudes verbally and through participation, it reinforces their learning and retention.

3) Proficiency Improvements in Challenging Subjects:

In subjects like Science and Islamic Studies, which also saw notable improvements in proficiency levels, the contribution of an internalized congruence (students’ understanding of the relevance of these subjects, articulating their goals, and actively seeking help or resources) may have led to their academic success. The progression from 98.0% to 99.3% in science exemplifies how improved understanding and communication can lead to better outcomes.

4) Hypothesis Evaluation:

The research hypothesis states that greater congruence between thoughts, words, and actions is associated with higher proficiency levels in PBDS at both mid-year and end-of-year assessments. The data supports this hypothesis as students exhibited improved proficiency in subjects where such congruence was likely strong. For example, in subjects with lower initial proficiency levels, the significant jump to higher proficiency indicates that students engaged more with the material as they aligned their thoughts, words, and actions.

Conclusion

Overall, the assessment data provides strong evidence of the positive relationship between congruence of thoughts, words, and actions and proficiency levels in PBDS. The consistent trend of improvements across various subjects supports the notion that when students’ inner dialogues (thoughts), verbal communications (words), and actions align, it fosters an environment conducive to achieving higher academic proficiency.

1) Malay Language:

2) English Language:

3) Mathematics:

4) Science:

5) Islamic Studies:

6) History:

7) Physical Education and Health:

8) Arabic Language:

9) Music Education:

10) Visual Arts Education:

11) Moral Education:

12) Design and Technology:

This alignment ensures a consistent and supportive learning environment that directly contributes to student proficiency in subjects such as Malay Language and Mathematics. A closer examination of these factors reveals how this alignment influences various aspects of the school environment and teaching practices.

1) Consistency in Expectations: When teachers’ thoughts, words, and actions align, it establishes clear and predictable expectations for students. Hargreaves and Fullan (2012) argue that when teachers are internally consistent and externally aligned in their communication and practices, they create an environment where students are more likely to meet academic expectations. This is especially crucial in subjects like Malay Language and Mathematics, where a structured, predictable approach is necessary for mastery.

2) Positive Role Modeling: Teachers who demonstrate alignment between their thoughts, words, and actions serve as role models for students, modeling behaviors that promote success. Bandura (1997) highlights how teachers who consistently display certain behaviors, such as resilience and effort, provide a blueprint for students to follow. By believing in the value of hard work, articulating these beliefs to students, and then acting on them by offering encouragement and support, teachers encourage similar attitudes in students, which is essential for academic success.

3) Improved Communication and Feedback: Effective communication and feedback are essential components of student achievement, particularly in subjects that require problem-solving skills, such as Mathematics. Hattie and Timperley (2007) emphasize that feedback is most effective when it is clear, constructive, and aligned with teachers’ stated goals. Teachers who provide consistent and aligned feedback ensure that students receive timely and relevant information, enabling them to improve their academic performance.

4) Creating a Positive School Culture: The alignment of teachers’ thoughts, words, and actions also plays a vital role in fostering a positive school culture, which can enhance student engagement and overall academic success. Leithwood et al. (2004) argue that when teachers share a common vision and practice consistent communication, it contributes to a collaborative and harmonious environment that supports student learning. In this context, mutual respect and support between teachers create a more collaborative atmosphere that positively influences student engagement and achievement.

5) Collaborative Teaching Practices: Teachers who align their thoughts, words, and actions are more likely to engage in collaborative teaching practices. In Sekolah Kebangsaan Tanjong Malim, this alignment likely led to shared teaching strategies and resources, especially in key subjects like Malay Language and Mathematics. Ingersoll and Strong (2011) note that effective collaboration among teachers leads to improved student outcomes, as teachers can pool their knowledge, resources, and teaching methods to support student learning more effectively.

6) Shared Vision for Student Success: A shared vision among teachers regarding student success is crucial for ensuring that all educators work towards the same academic goals. This alignment ensures that teachers in Sekolah Kebangsaan Tanjong Malim are working toward the same educational objectives, such as improving writing skills in Malay Language and problem-solving abilities in Mathematics. Hargreaves and Fullan (2012) suggest that when teachers’ visions align, it leads to cohesive and coordinated efforts that significantly enhance student achievement.

Table 5 presents the comparison of proficiency levels in various subjects among students at mid-year and end-of-year evaluations. The table provides the number and percentage of students in each proficiency level (TP1 to TP6) for 12 different subjects: Malay Language, English Language, Mathematics, Science, Islamic Studies, History, Physical Education and Health, Arabic Language, Music Education, Visual Arts Education, Moral Education, and Design and Technology.

Source: SKTM PBS File Year 2024.

The data shows the distribution of student proficiency levels at two distinct time points: mid-year and end-of-year. For example, in the Malay Language subject, at mid-year, 94.6% of students were proficient, compared to 98.7% at the end of the year. Similarly, subjects such as English Language, Mathematics, Science, and Physical Education showed substantial improvement in the percentage of proficient students by the end of the year, reflecting a positive progression in learning outcomes.

In contrast, subjects such as Music Education and Visual Arts Education maintained almost 100% proficiency rates across both periods, indicating a high and consistent level of student achievement. Some subjects like Islamic Studies and History also displayed high proficiency, with minor shifts in proficiency levels between mid-year and end-of-year assessments.

The table reflects overall trends in student performance across different subjects, indicating general improvements in proficiency levels for most subjects over the academic year. It also shows that the majority of students achieved proficiency in key subjects by the end of the year, with only a small percentage of students remaining below proficient levels in some subjects.

Research Questions:

What factors contribute to or impede the alignment of thoughts, words, and actions in achieving success in extracurricular activities within the school setting?

The achievements in the Golden Kris Badge Test and Silver Kris Badge Test highlight the importance of discipline and commitment among participants. The data shows that successful participants aligned their thoughts (understanding the importance of the badge tests), words (expressing their readiness to participate), and actions (engaging in preparation for the tests). This alignment is essential for achieving success in these competitions.

Teamwork and collaboration also emerge as crucial elements in co-curricular achievements. The Bridge Building Competition, for instance, exemplifies how students who work together, communicate effectively, and share common goals are able to achieve alignment between their thoughts, words, and actions. In contrast, when collaboration is absent, misalignment can occur, ultimately hindering success.

Preparation and execution play key roles in competitions such as essay writing and cultural events. Success in the Essay Writing Competition and the Islamic and Cultural Competitions suggests that when students prepare thoroughly—by forming creative ideas, executing them effectively in writing or speech, and actively participating—they are more likely to achieve high performance. However, obstacles such as limited practice time or insufficient feedback may disrupt this alignment and lead to underperformance.

Emotional intelligence and self-awareness are also integral to achieving this harmony. Students who are aware of their strengths and areas for improvement are more likely to prepare themselves mentally and physically for competitions. In events like the Track and Field Championship, participants who exhibited strong self-belief and discipline tended to succeed. Conversely, a lack of self-awareness can interfere with this process, resulting in missed opportunities for personal growth.

Support systems—such as encouragement from teachers, family members, and peers—play a pivotal role in motivating students to align their thoughts and actions with their goals. Many of the accomplishments at the district level were not only the result of individual effort, but also the outcome of sustained support from mentors and the school community. On the other hand, students who lack access to such support networks may find it difficult to maintain this alignment, potentially leading to reduced performance.

Motivation itself has a significant influence on whether alignment is achieved. Students who are genuinely passionate about their activities tend to demonstrate greater commitment, which supports the coherence of thoughts, verbal intentions, and actions. In the STEM and Innovation Competitions, winning students displayed not only technical skill but also intrinsic motivation, which helped them apply their knowledge effectively. Without this internal drive, students may become disengaged, leading to a breakdown in alignment.

Finally, cultural understanding and inclusion are vital to fostering this alignment, especially among Special Education (PPKI) students. Their participation and achievements reveal that inclusive environments can boost self-esteem and encourage students to align their capabilities with the expectations of various competitions. Still, challenges such as social stigma or lack of resources can hinder their full participation and alignment in extracurricular activities.

The analysis of co-curricular achievements in 2024 emphasizes that factors contributing to or impeding the alignment of thoughts, words, and actions significantly influence success in extracurricular activities. The data indicates that discipline, teamwork, self-awareness, emotional intelligence, and external support are key enablers of this alignment. Conversely, lack of motivation, insufficient preparation, and inadequate support can create barriers to success.

Evaluation of Research Hypothesis:

The hypothesis that self-awareness, motivation, and external support are significant factors influencing the alignment of thoughts, words, and actions and contribute to success in extracurricular activities is supported by the findings. Students who exhibited higher self-awareness and received adequate support were more capable of aligning their efforts across various co-curricular activities, ultimately leading to their success at the district, state, and national levels. Further research may explore specific mechanisms of how these factors can be optimized to enhance student engagement and achievement in extracurricular activities.

1) Golden Kris Badge Test

2) Silver Kris Badge Test

3) Competition Achievements

4) Girl Guide Carnival

District-Level Competitions

1) Essay Writing Competition: Loyalty to King & Country (10 July 2024, SK Bandar Behrang 2020)

2) Muallim District Pantun Competition (25 July 2024, SK Tanjong Malim)

3) Malay Poetry Recital (Sajak)—BM Carnival (22 Aug 2024, SK Aminuddin Baki)

4) Malay Syair Recitation—BM Carnival

Islamic & Cultural Competitions

1) Festival Nasyid & Khat (FNKSS) (7 June 2024, SMK Proton City)

2) Tilawah Al-Quran (MQSS) (10 July 2024, SK Bandar Behrang 2020)

3) Hafazan (Quran Memorization) MQSS

4) Young Daie Competition (ILSS) (8 Aug 2024, SK Aminuddin Baki)

5) Kalam Jamaie (Islamic Speech) (8 Aug 2024, SK Aminuddin Baki)

6) Kalam Arabi (Arabic Speech) (8 Aug 2024, SK Aminuddin Baki)

7) Mukhayyam Arabi (Arabic Camp) (22-23 Aug 2024, Masjid Al-Ikhwan)

STEM & Innovation Competitions

1) Bridge Building Competition (15 Aug 2024, SMJK Catholic)

This report summarizes sports competitions and achievements at the district (MSSD), state (MSSPK), and national (MSSM) levels in 2024.

1) Chess Championship (MSSD)

2) Cross-Country Championship

3) Tennis Championship

4) Badminton Championship

5) Archery Championship

6) Sepak Takraw Championship

7) Football Championship

8) Track & Field Championship

9) Special Awards

This report outlines the achievements of Special Education (PPKI) students in various co-curricular competitions at the district, state, and national levels in 2024.

1) E-Nilam Special Education Award

2) Muallim Got Talent and Employability Competition

3) Special Education Athletics Championship (MSSD Muallim 2024)

4) Special Education Cross-Country Championship

5) Scout Badge Examination (Lencana Keris & Rambu Award)

These achievements highlight the active participation and success of PPKI students in various co-curricular activities, showcasing their talents and abilities at different levels of competition.

1) School Uniform Body Achievements

Golden Kris Badge Test

Silver Kris Badge Test

Competition Achievements

Girl Guide Carnival

2) Co-Curricular Achievements (Non-Academic)

District-Level Competitions

3) Islamic & Cultural Competitions

4) STEM & Innovation Competitions

5) Sports Competitions and Achievements

6) Special Education (PPKI) Students’ Co-Curricular Achievements

Conclusion: The year 2024 saw remarkable achievements across various co-curricular activities. These successes demonstrate the students’ determination, skill, and commitment to excellence beyond academics. Encouraging participation in these activities fosters leadership, teamwork, and resilience among students, preparing them for future challenges.

In the school setting, the success of students in extracurricular activities is significantly influenced by various factors. These include individual effort, teamwork, leadership, discipline, and the ability to align thoughts, words, and actions in achieving success. Below is a summary of the co-curricular achievements in 2024, categorized by the types of competitions and their respective levels (district, state, and national), with a focus on the factors that contribute to or impede the alignment of thoughts, words, and actions in these activities.

School Uniform Body Achievements

The achievements of the school uniform bodies (Golden Kris and Silver Kris Badge tests) highlight the importance of discipline, commitment, and alignment between individual goals and actions. For example, participants in the Golden Kris Badge Test exhibited a strong alignment of thoughts and actions, demonstrated through their preparation and performance in the tests. The state and national levels required further alignment, particularly in achieving success in competition-based activities.

Co-Curricular Achievements (Non-Academic)

1) Essay Writing and Competitions: Achievements in essay writing and pantun (traditional Malay poetry) competitions underline the need for creativity, critical thinking, and a strong connection between ideas (thoughts), presentation (words), and execution (actions). Successes, such as the 2nd place in the Essay Writing Competition, highlight that clear communication and preparation are key factors in aligning thoughts and actions.

2) Islamic & Cultural Competitions: In Islamic and cultural competitions, including the Festival Nasyid & Khat and Tilawah Al-Quran, students displayed strong teamwork and dedication, aligning their actions with their goals. For instance, the championship in the Nasyid competition, along with individual achievements in Tilawah Al-Quran, shows how well-aligned thoughts and actions can lead to success, while a lack of coordination or preparation might impede performance.

3) STEM & Innovation Competitions: The Bridge Building Competition saw students work collaboratively to build their projects, demonstrating the importance of practical action in aligning theoretical knowledge with execution. Achievements in these competitions reveal the ability to put ideas into action successfully.

Sports Competitions

In sports, the alignment of physical preparation (actions), mental strategies (thoughts), and communication (words) is crucial. For example, in the Track & Field Championship, the district-level achievements, including gold medals in the 80m hurdles and 100 m and 200 m races, emphasize the importance of mental and physical readiness, discipline, and self-belief in achieving success.

1) Chess Championship and Cross-Country Championship: These competitions also showcased individual perseverance and teamwork. Participation in the Chess Championship and the 3rd place in Cross-Country at the district level reflect how internal alignment and team coordination play a role in competitive success.

Special Education (PPKI) Co-Curricular Achievements

The Special Education (PPKI) students’ achievements in various events, such as the e-Nilam Special Education Award and the Special Education Athletics Championship, highlight the role of inclusivity and determination. These students showed great perseverance in aligning their capabilities with the expectations of the competition.

The data from the 2024 co-curricular achievements reveal that aligning thoughts, words, and actions is critical for achieving success in extracurricular activities. Students who demonstrate discipline, focus, and teamwork are more likely to achieve their goals, whether at the district, state, or national levels. While external factors such as competition and resources play a role, the internal alignment of thoughts, words, and actions appears to be a central factor in students’ success across various co-curricular activities.

While the alignment of teachers’ thoughts, words, and actions significantly contributes to school success, there are several additional factors that also play a crucial role in shaping positive educational outcomes.

School Leadership

Effective leadership by principals or school administrators is fundamental in guiding the overall vision and mission of a school. A strong leader fosters teacher collaboration, encourages professional development, and ensures the effective allocation of resources. Research has consistently shown that school leadership is a key driver of student achievement and school improvement ( Leithwood & Louis, 2012 ). Leadership that promotes clear communication and shared decision-making creates an environment where both teachers and students can thrive.

External Resources

Access to external resources such as funding, technological tools, instructional materials, and support services directly affects a school’s ability to deliver quality education. Community partnerships and external support systems—including NGOs, local businesses, or higher education institutions—can supplement classroom learning and provide valuable experiences for students. Barton (2003) stresses that adequate resources are essential in addressing achievement gaps and fostering equity in education.

School Culture

A positive and inclusive school culture supports both academic success and personal growth. When students feel respected, safe, and valued, they are more likely to engage actively in their education. A healthy school culture is also characterized by trust, collaboration, and mutual respect among staff and students. Bryk and Schneider (2002) have shown that strong relational trust within a school community contributes significantly to improved student performance and organizational effectiveness.

Parental Involvement

Parental engagement in children’s education contributes to higher academic achievement, improved behavior, and increased motivation. This involvement includes regular communication with teachers, participation in school events, and support for learning at home. According to Henderson and Mapp (2002) , schools that actively involve families tend to experience better student outcomes and stronger community relationships.