Abstract: This study examined the perceptions of leadership practices in the Irosin District, focusing on school heads, teachers, GPTCA members, and barangay officials. It evaluates leadership effectiveness, school culture, and areas for improvement. Findings reveal generally positive perceptions of leadership practices, with strong agreement on behaviors like valuing teachers' ideas, trusting professional judgments, and fostering collaboration. In terms of school culture, perceptions of collaboration and shared goals varied, while areas like professional development and collegial support were consistently rated positively.

Keywords: collaboration, innovation, leadership practices, school culture, stakeholders’ perceptions.

Title: School Culture and Leadership Practices of Elementary School Heads in Irosin District

Author: Jayson B. Gotis, Noel G. Benavides

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

Vol. 12, Issue 3, May 2025 - June 2025

Page No: 34-58

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 14-May-2025

Abstract: Globally, the flipped classroom strategy has emerged as an innovative and transformative approach to teaching and learning, aimed at promoting active student engagement and improving academic outcomes, particularly in Physics education. Despite its increasing adoption worldwide, the effectiveness of this approach in resource-constrained settings like rural Kenya remains underexplored. This study examined the effect of the flipped classroom strategy on students’ achievement in Physics among secondary school learners in Kauma Sub-County, Kilifi County, Kenya. The rationale for the study stems from the persistent low performance in Physics in the region, calling for alternative pedagogical approaches that can enhance conceptual understanding and learner motivation. A quasi-experimental research design was employed, comparing an experimental group exposed to the flipped classroom strategy with a control group taught through conventional methods. Data were collected using pre-tests and post-tests to assess achievement levels. These results suggest that the flipped classroom strategy enhances conceptual understanding and active learning, offering a promising approach to improving Physics education in Kenyan secondary schools. The study recommends the integration of flipped learning approaches into teacher training and classroom instruction to advance quality education in science subjects.

Keywords: Flipped Classroom Strategy, Physics Education, Student Achievement, Innovative Pedagogy, Rural Secondary Schools in Kenya.

Title: EFFECT OF FLIPPED CLASSROOM STRATEGY TO PHYSICS ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS’ IN KAUMA SUB-COUNTY, KILIFI COUNTY KENYA

Author: Lillian Mere Mwachambi, Alice Omariba, Naomi Mbacho

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

Vol. 12, Issue 3, May 2025 - June 2025

Page No: 23-33

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 09-May-2025

Abstract: This study dealt with the moderating effect of emotional intelligence on the relationship between passion and work outcome among Secondary School Teachers in Davao Region. Non-experimental quantitative research design utilizing descriptive correlation technique and moderation analysis were employed in the study. Adapted survey questionnaires were given to a sample of 400 secondary school teachers in Davao Region chosen through stratified random sampling. Findings showed high level of passion in terms of passion criteria, harmonious passion, and obsessive passion. The study also revealed that the indicators of work outcome have high levels in terms of job autonomy, job satisfaction and job performance. Further, the result also showed high level of emotional intelligence among secondary school teachers in Davao Region. Results revealed that emotional intelligence significantly moderates the relationship between passion and work outcome of teachers.

Keywords: educational management, passion, work outcome, emotional intelligence, teachers, Philippines.

Title: THE MODERATING EFFECT OF EMOTIONAL INTELLIGENCE ON THE RELATIONSHIP BETWEEN PASSION AND WORK OUTCOME AMONG SECONDARY SCHOOL TEACHER IN DAVAO REGION

Author: Marionito L. Cervantes, Regina C. Duntar

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

Vol. 12, Issue 3, May 2025 - June 2025

Page No: 11-22

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 01-May-2025

Abstract: This paper highlights the acceptability of a supplementary module developed for Organic Chemistry Education. The development of the module is relevant to the Theory of Constructivism, where students can learn new ideas based on their prior knowledge and experiences gained during discussions. The module was developed using the Successive Approximation Model (SAM). This utilizes the iterative process–the module was first validated by experts and revised before it was distributed to the students for use. This process ensures a well-designed module to aid in the learning needs of the students. The validation of the module, as evaluated by experts, revealed a high overall mean (4.53) and content validity index (CVI) (0.92). This denotes a valid learning module to aid the learning difficulty of students in the subject. Meanwhile, students assessed the acceptability of the developed learning module. The results (overall mean = 4.294) revealed “High Acceptability” of the developed learning module. This indicates that the module demonstrates potential as an effective instructional tool among students enrolled in Organic Chemistry classes. However, students noted areas needing improvement, such as the addition of more examples, illustrations, and learning activities.

Keywords: successive approximation model, supplementary module, student acceptability, instructional material.

Title: Validity and Acceptability of the Developed Supplementary Learning Module in Organic Chemistry

Author: Geralph Sam P. Villarubia, Roselyn V. Regino

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

Vol. 12, Issue 3, May 2025 - June 2025

Page No: 1-10

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 01-May-2025