https://so05.tci-thaijo.org/index.php/cmruresearch <p>Welcome to website of Community and Social Development Journal : CSDJ (Formerly known as Rajabhat Chiang Mai Research Journal). Our journal, operating under the Institute of Research and Development Chiang Mai Rajabhat University, the study of develop society, communities and local areas and create benefits for the community for over 25 years. Aim and scopewith Social Sciences 3 sub-subject 1) Social Development 2) Education 3) Business, Management and Accounting.<br />Journal Abbreviation: Com Soc Dev J<br />ISSN 3027-7493 (Online)<br />ISSN 3027-7485 (Print)<br />Start Year: 1999<br />Languages: English<br />Issues per Year: 3 (January-April, May-August, September-December)<br />Articles per issue: 15</p> Institute of Research and Development, Chiang Mai Rajabhat University, Thailand en-US Community and Social Development Journal 3027-7485 <p>1. Articles, information, content, images, etc published in the “Community and Social Development Journal” are copyrighted by the Community and Social Development Journal, Chiang Mai Rajabhat University. In order to properly distribute the articles through print and electronic media, the authors still hold the copyright for the published articles under the Creative Commons Attribution (CC BY) license, which allows the re-distribution of the articles in other sources. References must be made to the articles in the journal. The authors are responsible for requesting permission to reproduce copyrighted content from other sources.<br /><span style="font-size: 0.875rem;">2. The content of the articles appearing in the journal is the direct responsibility of the article authors. The editorial board of the journal does not necessarily agree with or share any responsibility.</span></p> https://so05.tci-thaijo.org/index.php/cmruresearch/article/view/287346 <p>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.</p> Francisca Omolara Fapohunda Copyright (c) 2026 Community and Social Development Journal https://creativecommons.org/licenses/by-nc-nd/4.0 2026-03-24 2026-03-24 27 2 1 21 10.57260/csdj.2026.287346 https://so05.tci-thaijo.org/index.php/cmruresearch/article/view/279051 <p>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.</p> <p>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.<br />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.<br />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.</p> Kristine Joy B. Maala Kyla Marie O. Solis Katherine A. Viri Jairus P. Aguila Copyright (c) 2026 Community and Social Development Journal https://creativecommons.org/licenses/by-nc-nd/4.0 2026-03-25 2026-03-25 27 2 21 37 10.57260/csdj.2026.279051