Community and Social Development Journal

Principals’ Leadership Styles and Teacher Retention in Secondary Schools in Ibadan Metropolis, Nigeria: A Mixed-Methods Study

2026-03-24T13:33:37+07:00

Teacher retention remains a major challenge in secondary schools in Nigeria. This study investigated the influence of principals’ leadership styles on teacher retention in public secondary schools in Ibadan Metropolis, Oyo State. A mixed-methods research design combining descriptive survey and qualitative interviews was adopted. Data were collected from 420 participants (20 principals and 400 teachers) selected from 20 secondary schools across five Local Government Areas using a multi-stage sampling technique involving purposive, stratified, and simple random sampling. Quantitative data were analysed using descriptive statistics, Pearson correlation, multiple regression, and one-way ANOVA with SPSS. Results indicated that transformational leadership (β = 0.462) was the strongest predictor of teacher retention, followed by democratic leadership (β = 0.298) and transactional leadership (β = 0.149), while autocratic leadership negatively predicted retention (β = −0.241). Leadership styles explained 62.7% of the variance in teacher retention (R² = 0.627). Qualitative findings further highlighted communication, administrative support, fairness, and professional development as key factors influencing teacher retention. The study concludes that transformational and democratic leadership practices significantly enhance teacher retention in Nigerian secondary schools.

Navigating Identity and Education: A Qualitative Study of the Experiences of Muslim Learners in Philippine Public Junior High School

2026-03-25T14:03:58+07:00

This study explored the lived experiences of Muslim learners in a public junior high school in Tanauan City, Philippines. The research examined how Muslim students navigated their cultural identity, social interactions, and learning experiences within a predominantly non-Muslim school environment. Despite increasing attention to multicultural education, limited research had examined the everyday experiences of Muslim learners in Philippine public schools, particularly outside predominantly Muslim regions. Understanding these experiences was important in a country shaped by a long history of conflict, peace-building initiatives, and ongoing efforts toward social cohesion and inclusive development.
A qualitative research design was employed to capture the participants’ lived experiences. Data were gathered through face-to-face semi-structured interviews were conducted with six Muslim students enrolled at Tanauan City Integrated High School during the 2022–2023 academic year. The data were analyzed through thematic analysis to identify patterns and meanings in the participants’ narratives.
The analysis generated six major themes: cultural practices, social interactions, encountered challenges, adjustment strategies, teachers’ classroom management styles, and school climate. The findings revealed that Muslim culture strongly shaped the learners’ values and daily practices. At the same time, the students experienced cultural misunderstandings, language barriers, and the need to adapt to unfamiliar school norms. Despite these challenges, the learners demonstrated resilience and maintained their cultural identity while interacting with non-Muslim peers and teachers. Their experiences reflected the principles of the Salad Bowl Theory, which emphasized the coexistence of diverse cultural identities within a multicultural society.
This study contributed to the growing literature on multicultural education in the Philippine context by highlighting how minority students negotiated identity, belonging, and adaptation in mainstream school settings. The findings also underscored the role of inclusive educational practices in promoting intercultural understanding, peace, and social harmony. The study recommended peer language tutoring, teacher orientation on cultural sensitivity, and institutional support programs to better address the needs of Muslim learners.

Assistive Technology and Mathematics for Learners with Disabilities

2026-05-07T16:36:49+07:00

This study explored the integration of assistive technology (AT) in mathematics instruction for learners with disabilities at Tanauan School of Fisheries during the School Year 2024–2025. It examined the common difficulties encountered by learners, the assistive technologies used by teachers, the challenges faced in implementation, and the support needed for effective integration. The research utilized a descriptive-qualitative design, involving seven mathematics teachers who participated in structured interviews. Findings indicated that learners with disabilities commonly faced challenges such as mathematics anxiety, low self-esteem, difficulty processing mathematical concepts, and sensory impairments. Teachers integrated various assistive technologies, including visual aids, interactive platforms like Kahoot and Khan Academy, and adaptive tools such as screen readers and tactile graphics. Despite their benefits, implementation was hindered by inadequate training, limited resources, and lack of institutional support. The study underscores that for AT to be effective, comprehensive support in the form of financial assistance, professional development, and strong administrative commitment is essential. It concludes that AT can significantly enhance inclusivity, engagement, and mathematical achievement when integrated systematically into instruction.

Factors Influencing Consumer Trust and Buying Behavior in the Live Streaming Commerce in Thailand: A Qualitative Interview Study

2026-05-07T22:25:26+07:00

This study explores the factors shaping consumer trust and buying behavior in the live streaming commerce in Thailand. Using a qualitative approach, semi-structured interviews were conducted with 15 live shoppers and 10 live streamers who had direct experience buying or selling through Facebook Live and TikTok Live. The collected interview data were analyzed through thematic analysis to identify key themes and meaningful insights on consumer trust and buying behavior in live streaming commerce. The results identify six interrelated factors that shape trust and buying behavior: reputation, expertise, after-sales service, responsiveness, perceived price fairness, and cash on delivery (COD). These factors show that consumer trust in live streaming commerce is shaped not only by seller credibility and product knowledge, but also by real-time interaction, post-purchase support, fair pricing, and safer payment options. This study addresses a gap in the literature by providing in-depth qualitative evidence on trust formation and buying behavior, an area that remains underexplored in existing qualitative studies on live streaming commerce. The findings are valuable to local sellers and digital entrepreneurs in building consumer trust, enhancing buying behavior, and supporting the economic sustainability of live streaming commerce.

Comparative Analysis of Community-Based Tourism Management: Case Studies from Bhutan and Thailand

2026-05-25T09:39:59+07:00

This study aims to conduct a comparative analysis of community-based tourism (CBT) management between Bhutan and Thailand through a qualitative research approach. Sample group from purposive sampling, including focus group discussions with key stakeholders. The research instruments consisted of content analysis tables, guidelines and questions for focus group discussions and document analysis. Analytical method with SWOT Analysis and TOWS matrix. The findings indicate that both countries adopt participatory CBT development frameworks in which the public sector, private sector, and local communities play integral roles in strengthening tourism capacity and governance. In Eusu Gewog, Haa Dzongkhag (District), Bhutan, CBT management is strongly conservation-oriented and regulated through centralized governmental policies that strictly control tourist numbers, access to tourism areas, and seasonal travel in order to ensure environmental and cultural sustainability. Conversely, CBT management in Buakkhang Subdistrict, Chiang Mai Province, Thailand, is grounded in Cultural Community-Based Tourism, emphasizing Yong ethnic cultural heritage, community participation, and the “Nawatwithi” (local innovation-driven) model. This approach prioritizes the preservation of local identity while fostering community-based economic development amid increasing urbanization. The comparative findings identify six key approaches to sustainable CBT development in both contexts: 1) community-led tourism governance; 2) capacity building and human resource development in community-based tourism; 3) network formation for participatory CBT management that enhances community pride and identity; 4) operational development aligned with CBT standards, regulations, and governance frameworks; 5) development and strategic use of information and communication technologies for CBT promotion; and 6) targeted marketing strategies aimed at attracting appropriate visitor segments, particularly tourists with strong interests in culture, nature, and environmental sustainability. These approaches contribute to minimizing negative tourism impacts while enhancing sustainable income generation for local communities.

The Influence of Distributed Leadership on Teachers' Work Well- Being

2026-05-25T13:55:05+07:00

Teacher work well-being is a critical determinant of instructional quality and institutional effectiveness in higher education, yet the mechanisms linking leadership practices to lecturers' well-being remain insufficiently understood. Drawing on Distributed Leadership Theory and Social Cognitive Theory, this study examined 1) the direct effect of distributed leadership on university lecturers' work well-being, 2) the mediating roles of teacher cooperation and self-efficacy, and 3) the chain mediating effect through these two variables. A cross-sectional survey was conducted with 6,546 university lecturers selected through combined convenience and cluster sampling from higher-education institutions. Four validated instruments were administered: the distributed leadership scale, teacher work well-being scale, teacher cooperation scale, and teacher self-efficacy scale. Data were analyzed using descriptive statistics, Pearson correlation, structural equation modeling (SEM) with AMOS 24.0, and bootstrap mediation testing (5,000 resamples). Distributed leadership exerted a significant positive direct effect on lecturers' work well-being (β = .984, p < .01). Both teacher cooperation (β = .493) and self-efficacy (β = .616) significantly mediated this relationship, with the indirect path through self-efficacy (61.65% of total effect) being stronger than the path through cooperation (49.16%). The chain mediation pathway distributed leadership, teacher cooperation, self-efficacy, work well-being was also supported. Findings underscore that empowering university lecturers through distributed leadership, while simultaneously fostering collaborative culture and bolstering self-efficacy, can substantially enhance their work well-being. Implications for university administration and teacher development policy are discussed.

Teachers’ Classroom Management Skills and Instructional Quality in Public Secondary Schools in Ibadan Metropolis, Nigeria

2026-05-26T09:06:40+07:00

The objective of this study was to find out the teachers’ classroom management skill and its relationship with instructional quality. A descriptive survey design was adopted, and a census sampling approach was used to include all 500 public secondary school teachers in Ibadan Metropolis, comprising 52% male and 48% female respondents. Data were collected using a researcher-developed questionnaire with a reliability coefficient of α = 0.82. Descriptive statistics, Chi-square tests, and multiple regression utilized to analyze data at 0.05 level of significance Effective classroom management is shown through the use of purposeful classroom talk, developing students’ responsibility, teacher passion for classroom activities, and avoiding corporal punishment were the findings of the study. Findings reported chi-square results classroom management and instructional quality yielded significant association with the relation χ² = 42.318, df = 4 and p < .001. So, student engagement and instructional quality also resulted in significant association with the outcome χ² = 36.547, df = 4 and p < .001. Moreover, discipline management and instructional quality have also significant association as evidenced by χ² = 28.904, df = 4 and p < .001. Regression analysis indicated that professionalism (β = 0.287, p = .001) and years of teaching experience (β = 0.215, p < .001) were significant predictors of instructional quality, whereas educational qualification was not significant (β = −0.033, p = .714). The model was able to explain 26.2% of the variance in instructional quality (R2 = .262; F 3,496 = 58.43, p < .001). It can be concluded that the effective classroom management, professional attitude, and teaching experience can improve instructional quality. This advises ongoing professional development, mentoring for novice teachers, and emphasis on in-class performance as opposed to a paper qualification.

Interdependencies of Proficiency, Motivation, and Strategy: A Quantitative Study within a Socio-Cognitive Framework for TESOL Postgraduate Curriculum Design

2026-06-01T13:19:32+07:00

This study examined the factors influencing English language proficiency among postgraduate TESOL students. Grounded in Bandura's Social Cognitive Theory and the Socio-Cognitive Perspective, the study explored the connections between their previous English language proficiency, motivation for language learning, language learning practices, and their current English language proficiency. A quantitative design employing multiple regression analysis was used to evaluate how these elements interact. The study included forty-eight postgraduate TESOL students selected through purposive sampling. Validated instruments included the IELTS test, the Language Learning Motivation Scale, and the Strategy Inventory for Language Learning. Our study revealed several key findings. First, prior English language proficiency significantly influenced current language proficiency, highlighting the importance of designing programs to fit diverse starting points. Second, a strong positive correlation emerged between motivation and linguistic ability, emphasizing the necessity to encourage students' inner motivation. Finally, using diverse language learning strategies enhanced English language proficiency, advocating integrating different strategies in TESOL programs. The regression model explained 72.00% of the variance in English language proficiency (R²=0.72, p<0.001). These findings hold significant implications for the design of postgraduate TESOL curricula, motivational support initiatives, and language learning methodologies. Teachers and institutions can enhance language proficiency by acknowledging students' diverse linguistic backgrounds, nurturing motivation, and endorsing various learning strategies

A Causal Model of Professional Key Competencies of Higher ‎Vocational Students

2026-06-02T11:52:02+07:00

This study aims to construct a causal model of professional key competencies for higher vocational students by examining the influence of personal, family, school, and social factors. Using a quantitative approach, data were collected through a structured questionnaire from 427 higher vocational students selected by systematic random sampling from six institutions in Jiangsu, Anhui, and Henan provinces, China. Content validity was verified by five experts using the Index of Item-Objective Congruence (IOC), and internal-consistency reliability was confirmed (Cronbach’s α = 0.809–0.936). Structural Equation Modeling (SEM) was employed to analyze causal relationships. The hypothesized model fit the empirical data well (χ²/df = 1.831, CFI = 0.909, TLI = 0.903, RMSEA = 0.044, SRMR = 0.057). The findings reveal that personal factors, including self-efficacy, learning motivation, and career planning, exert the most significant direct impact on competency development. Family, school, and social factors influence professional competencies indirectly, primarily through their effect on personal factors. Institutional support, curriculum design, and industry collaboration were identified as key areas requiring enhancement. The study highlights the importance of a multi-faceted approach to competency cultivation, integrating personal motivation, family support, structured educational programs, and strong industry partnerships. Recommendations are provided for students, families, educators, and policymakers to enhance vocational education outcomes. The study contributes an empirically validated causal model demonstrating that personal factors are the central mediator through which family, school, and social factors shape the professional key competencies of higher vocational students, providing an evidence-based foundation for vocational education reform in China.

Causal Model of The Operational Competency of Accounting Practitioners with The Innovation Capability as The Mediator

2026-06-03T14:44:03+07:00

This research developed and validated a causal model of the operational competency of accounting practitioners in Thailand's Bangkok metropolitan area, with innovation capability as the mediating variable. The study used a sample of 560 accounting practitioners selected via cluster and snowball sampling. Data were collected using a questionnaire (Cronbach's alpha = .962) and analyzed using confirmatory factor analysis (CFA) and structural equation modeling (SEM). The causal model comprised five latent variables—communication capability, personnel competency, knowledge sharing, innovation capability, and operational competency—along with 20 observed variables.
Key findings indicate that operational competency was significantly influenced by knowledge sharing (β = 0.42), personnel competency (β = 0.34), and innovation capability (β = 0.13), all at p < .05. Innovation capability also partially mediated the relationships between knowledge sharing, personnel competency, and communication capability with operational competency (indirect effects: 0.07, 0.02, and 0.02, respectively). The model demonstrated good empirical fit: χ²(126) = 117.77, p = 0.687, GFI = 0.980, AGFI = 0.966, RMSEA = 0.000. The coefficient of determination (R² = 0.66) indicates that the model explains 66% of the variance in operational competency. These results highlight the importance of developing innovation capability alongside knowledge sharing and personnel competency to enhance the performance of accounting practitioners. Findings are specific to the Bangkok metropolitan area and should be generalized to national populations with caution.

Determinants of Continuance Intentions Toward Global OTT Video Streaming Service Platforms Among Thai Gen Y and Gen Z in Chiang Mai

2026-06-03T14:44:06+07:00

This study examines factors influencing continuance intentions toward global Over‑the‑Top (OTT) video streaming services among Thai Generation Y and Generation Z consumers in Chiang Mai. It focuses on five service‑related determinants, including content quality, pricing, accessibility, entertainment, and social interaction. Survey data from 450 respondents were analyzed using exploratory factor analysis, multiple regression, and an independent samples t‑test. The results indicate that all five factors significantly and positively affect continuance intentions, with social interaction exerting the strongest influence, followed by accessibility, while content quality, pricing, and entertainment also support continued OTT usage. No significant differences were found between Generation Y and Generation Z, suggesting that younger Thai cohorts share similar motivations for ongoing OTT consumption in Chiang Mai. Theoretically, the study extends OTT continuance research by highlighting social interaction as a central determinant and by providing empirical evidence from a major regional urban center beyond Bangkok. Practically, the findings underscore the need for global OTT providers to strengthen social features, ensure seamless cross‑device access, deliver diverse high‑quality content, and design flexible pricing options to improve user retention among Thai Gen Y and Gen Z consumers.

Reframing Social Development for Equity and Leaving No One Behind in a Changing Society

2026-06-03T16:04:51+07:00

This study examines contemporary approaches to social development that promote equity and operationalize the principle of Leaving No One Behind (LNOB) in the context of rapid global transformations. Increasing socioeconomic inequality, technological disruption, and demographic change have intensified the need for inclusive development strategies that ensure equitable access to opportunities and resources. To address this issue, the study employs a mixed-methods research design integrating quantitative structural equation modeling (SEM) with qualitative insights from community development practitioners.
The quantitative component involved a survey of approximately 400 community stakeholders selected through stratified random sampling. Structural equation modeling results indicate that the proposed model demonstrates acceptable goodness-of-fit (CFI > 0.90; RMSEA < 0.08). The analysis reveals that inclusive governance (β = 0.41, p < .001), social capital (β = 0.29, p < .01), and community participation (β = 0.33, p < .01) exert significant positive effects on equitable social development outcomes. Furthermore, institutional capacity was found to significantly mediate the relationship between community participation and equity outcomes (indirect effect β = 0.18, p < .01), indicating that participatory processes achieve stronger equity outcomes when supported by effective institutional mechanisms.
The qualitative findings reinforce and contextualize these statistical results. Interviews with community leaders and development practitioners highlight that inclusive decision-making processes, trust-based community networks, and responsive institutional systems are critical factors enabling participatory development initiatives to translate into tangible improvements in social inclusion and equitable access to services. The qualitative evidence thus strengthens the interpretation of the quantitative model by illustrating how governance practices and institutional arrangements operate in real community contexts.
This study contributes to the literature by proposing and empirically validating an integrative social development model that links governance, social capital, community participation, and institutional capacity to equity and LNOB outcomes. The findings offer both theoretical and practical implications for policymakers, local governments, and development organizations seeking to design inclusive and sustainable social development strategies in rapidly changing societies.

An Assessment of Samae Dam Chicken (Gallus gallus) Production and Technology Transfer for Community Economic Development

2026-06-03T16:04:55+07:00

The objectives of this study were to evaluate the production performance of Samae Dam chickens during 0–8 weeks of age, compare production efficiency between farmers participating and not participating in the technology transfer program, determine the physical and chemical composition of Samae Dam chicken meat, and promote technology transfer for Samae Dam chicken production to support community economic development in Uthai Thani Province, Thailand. The methodology comprised two parts: secondary data collection and field research. Participants included 20 farmers in the technology transfer program and 10 farmers in a non-participating comparison group. Data were gathered through in-depth interviews, focus group discussions, participatory observation, and on-farm records. Statistical analysis, including Analysis of Variance (ANOVA) and Generalized Linear Models (GLM) via SAS software, was used to compare production efficiency between the two groups. The production performance of approximately 200 Samae Dam (Gallus gallus) chickens aged 0–8 weeks was evaluated based on average daily gain (ADG), feed conversion ratio (FCR), feed intake, and body weight gain. For males and females, respectively, the ADG at ages 0–3, 3–6, 6–8, and 0–8 weeks were 12.22 and 11.11 g/d, 32.22 and 20.00 g/d, 35.00 and 33.33 g/d, and 14.58 and 13.33 g/d. The corresponding FCR values for males and females at 0–3, 3–6, 6–8, and 0–8 weeks were 2.45 and 2.70, 1.24 and 2.00, 1.40 and 1.50, and 3.42 and 3.75, respectively. Feed intake for males and females at 0–3, 3–6, 6–8, and 0–8 weeks was 30, 40, 50, and 120 g/d, respectively. Body weight gain for males and females at 0–3, 3–6, 6–8, and 0–8 weeks was 1,100 and 1,000 g/head, 1,900 and 1,800 g/head, 2,100 and 2,000 g/head, and 3,500 and 3,200 g/head, respectively. Chemical analysis of the meat revealed high protein (29.50–32.27%) and low fat content (2.43–10.42%). Regarding farming efficiency, no statistically significant differences (P>0.05) were found in ADG, FCR, or feed intake between participating and non-participating farmers. The study concludes that Samae Dam (Gallus gallus) chickens possess strong production potential and desirable meat quality. Furthermore, technology transfer and training programs can enhance farmers' knowledge and efficiency, fostering increased income and sustainable community economic development.

Creative Textile Product Development from Spent Coffee Grounds: Integrating Natural Dyeing and Local Wisdom for Community Development

2026-06-03T16:41:16+07:00

This applied research aimed to explore the potential of spent coffee grounds (SCG) derived from Arabica collected from local coffee shop in Chom Tong District, Chiang Mai Province, Thailand, as a natural dye source and their application in the development of creative textile products reflecting the local identity of Chiang Mai Province. The study integrated local wisdom with modern textile techniques and community base-design approach. The dye was extracted by boiling SCG and applied to cotton yarn using both natural mordants including wood ash, tamarind, and acacia pods and a synthetic mordants for comparison. The dyed yarns were analyzed using the CIELAB and Munsell color systems and tested for wash fastness according to ISO 105 C06 standards. Results revealed a wide range of earthy shades, with the highest lightness value recorded at L* at 71.24±2.09 and good to excellent fastness levels (grades 4–5), especially with natural mordants. The developed prototypes, designed as tote bags, received positive evaluations from 3 experts and 50 consumers, with an average satisfaction score of 4.42±0.43 out of 5. A community workshop involving 40 purposively selected members of local women’s groups in Chom Thong District, Chiang Mai Province, whose occupations and local resources were closely associated with the availability and utilization of SCG, was conducted, achieving a high satisfaction level of 4.38 ± 0.66. The study demonstrates that SCG can be transformed into a valuable renewable resource, promoting grassroots economic development, cultural sustainability, and eco-friendly textile innovation within communities.

Development and Validation of a Digital Competency Evaluation Model for Teachers in the Faculty of Education at Higher Education Institutions in Yunnan Province, China

2026-06-03T16:41:14+07:00

This study focuses on Yunnan Province, China, aiming to construct and validate a scientific, systematic, contextualized model for assessing the digital competency of teachers in the Faculties of Education within universities. The study followed the logic of "theoretical construction - tool development - empirical verification". First, based on literature analysis, a theoretical model covering five dimensions digital awareness, digital skills, digital application, digital ethics and responsibility, and professional development - was proposed and localized in light of the multi-ethnic and multi-geomorphic regional characteristics of Yunnan Province. Finally, an evaluation model was established using the Delphi expert consultation method, which included five first-level indicators, eleven second-level indicators, and twenty-two third-level indicators (specific observation points). Based on this, the "digital competency Assessment Questionnaire for Teachers of the School of Education, Yunnan University" (51 items in total) was developed. Subsequently, the content validity was ensured through expert review (IOC value ≥0.8 for all items). The finalized scale was then administered to a sample of 302 teachers from Faculties of Education in Yunnan universities, selected through stratified cluster sampling, and the empirical data were analyzed to verify the psychometric properties of the model.
The research result was found that: 1) the psychometric properties of the developed assessment tool were excellent, exhibiting high content validity (all items IOC ≥ 0.8), good item differentiation (p<0.001 for all items) and a clear five-factor structure (cumulative variance explained 62.105%) that is fully aligned with the theoretical model; 2) the overall reliability of the scale was extremely high (Cronbach's α = 0.961) with sub-dimension α coefficients ranging from 0.840 to 0.972, indicating excellent internal consistency; 3) consequently, this study successfully constructed and validated a reliable, valid, and contextually sensitive assessment model and tool, providing a robust ‘measuring rod’ for the precise diagnosis and targeted support of digital competency development among faculty in the Faculties of Education within universities in the Yunnan Province.