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This descriptive study examined the reported extent of best teaching practices among private secondary school teachers in the Apostolic Vicariate of Tabuk, Kalinga and Apayao, Philippines. The 2015 investigation involved 70 teachers from 10 private secondary schools and used a five-point survey questionnaire addressing teachers’ professional conduct, subject-matter expertise, student-centered teaching, experiential learning, moral development, critical thinking, and facilitation. Frequencies, percentages, weighted means, and reported analysis-of-variance (ANOVA) comparisons were used. Most respondents were female (74.29%), aged 20–30 years (91.43%), college graduates (65.71%), and had served for 1–10 years (95.71%). The overall reported mean for teaching practices was 4.72, classified as “Very Much Use.” Strongly rated practices included facilitating group dynamics (M = 4.97), demonstrating expertise in the field (M = 4.96), and content knowledge (M = 4.90). The original ANOVA summaries classified differences by civil status (F = 10.1274), educational attainment (F = 8.4656), and years of service (F = 7.1212) as significant, while gender (F = 0.7169) and age (F = 1.602) were not. Because some source calculations, degrees of freedom, and narrative interpretations conflict, inferential decisions require verification from the original data. Overall, teachers reported frequent implementation of professionally grounded, values-oriented, and learner-responsive practices. The findings support continued contextualized faculty development, equitable instructional resources, and careful evaluation of classroom practices.

This study explores examines the role of expert educators in leading cross-school professional learning networks (PLNs) that are intentionally embedded within a professional development program designed to which cultivate future-ready and inclusive school leaders in Hong Kong. Drawing on a qualitative, open-ended questionnaire-based report from 26 expert educators, including 21 expert principals (EP) and 5 senior expert principals (SEP), the research examines their roles and the challenges they face in fostering cross-school collaboration. The study identified five interrelated leadership practices employed by the EPs and SEPs, including (1) fostering intense collaboration; (2) facilitating reflection; (3) developing a shared sense of purpose; (4) supporting cross-boundary learning; and (5) embodying reciprocal learning. The study contributes to the growing literature on leadership development grounded in PLNs. The findings argue the significance of experts and their independent leadership strategies to establish cross-school PLNs, pointing out that trust and embodying reciprocal learning reinforce their sustained engagement in cross-school PLNs. This study prompts further exploration of how leadership can establish and sustain cross-school PLNs for leadership development. The findings inform policymakers and educational leaders about how to develop meaningful learning across schools. Recommendations are offered to educational policymakers and school management bodies to prioritize the strengthening of professional networks for leadership development through active participation and expert guidance in the field.

Effective school leadership is vital to school management, teacher performance, and quality education. This study examined the leadership skills, core behavioral skills, and administrative practices of public secondary school heads in the Schools Division of Cagayan de Oro City during the school year 2025–2026. It assessed key leadership and behavioral competencies and determined their relationships with administrative practices. A descriptive-correlational design was used, with universal sampling of 105 school heads. Data were gathered through a standardized questionnaire anchored on the Results-Based Performance Management System and the Philippine Professional Standards for School Heads. Frequency, percentage, weighted mean, standard deviation, and Pearson correlation were used. Findings showed high levels of leadership skills, core behavioral skills, and administrative practices. People development was the strongest leadership dimension, while teamwork and innovation were the most evident core behavioral competencies. Managing school operations and resources, and focusing on teaching and learning, were among the strongest administrative practices. The study found significant positive relationships between leadership skills and administrative practices, and between core behavioral skills and administrative practices. The study concludes that effective school leadership requires a combination of people leadership, professional behavior, instructional leadership, strategic management, and administrative competence. It recommends needs-based leadership development, mentoring and coaching, stronger results-focused practices, ongoing instructional leadership training, stakeholder engagement, reflective practice, and individualized professional development plans to support the continued growth of school heads.

This study investigated how school leadership teams drive equity-centered instructional practices in K–12 schools. It aimed to synthesize contemporary research to identify leadership behaviors, structures, and conditions that contribute to equitable student learning environments. This qualitative literature review examined 10 peer-reviewed empirical studies published between 2019 and 2025. Studies were selected based on their focus on instructional leadership, equity, and K–12 educational contexts. A thematic analysis was used to identify recurring patterns and strategies across the literature. Five major themes emerged: (1) inclusive leadership that fosters shared decision-making and relational trust; (2) equity-focused leadership pipelines that prepare leaders to identify and address systemic barriers; (3) equity-oriented data practices that contextualize academic metrics and inform instructional change; (4) culturally responsive instruction supported by school-wide professional learning; and (5) collaborative leadership that centers family and community engagement. These themes were reinforced across studies involving varied contexts and leadership roles. The review was limited to studies published in English and focused primarily on U.S. educational contexts. Districts and policymakers can use these findings to design leadership preparation programs, refine professional development strategies, and align accountability frameworks with equity goals.

This study examined the relationships among teachers’ core behavioral competencies, professional performance, and students’ learning achievement in Music, Arts, Physical Education, and Health (MAPEH) in the Department of Education Districts of Ilog I and II, Negros Occidental, Philippines. Using a descriptive-correlational research design, the study involved 38 MAPEH teachers and 190 students from ten public secondary schools, selected through total enumeration and proportional sampling, respectively. Data were gathered using a standardized questionnaire based on DepEd Order No. 2, s. 2015, teachers’ Individual Performance Commitment and Review Form (IPCRF) ratings, students’ academic records, and supplementary key informant interviews. Descriptive statistics and Pearson correlation analysis were employed. Findings revealed very high competencies in self-management (M = 3.826) and professionalism and ethics (M = 3.736), while result focus, teamwork, service orientation, and innovation were rated high. Teachers demonstrated very satisfactory professional performance (M = 3.557), whereas students achieved satisfactory academic performance in MAPEH (M = 84.142). Significant positive relationships were reported between result focus and teachers’ performance (r = .869, p = .028), innovation and students’ learning achievement (r = .797, p = .043), and teachers’ performance and students’ learning achievement (r = .797, p = .043). The findings highlighted the relevance of result-oriented practices, instructional innovation, and professional competence in supporting educational outcomes. Continuous professional development and a one-year competency enhancement plan were recommended to strengthen teaching effectiveness and student achievement. The study aligns with Sustainable Development Goal 4 (Quality Education) by emphasizing teacher development and improved learning outcomes. Its contribution to educational and institutional sustainability lies in supporting continuous professional improvement, instructional innovation, and sustained educational quality in public secondary schools.

The development of artificial intelligence in education opens up opportunities to support learning while also raising ethical issues related to academic integrity and students’ digital responsibility. This article aims to analyze the role of character education as a foundation for guiding the use of artificial intelligence in relation to these two aspects. The study employs a literature review using a descriptive-qualitative approach. The findings indicate that the values of ṣidq and amanah provide a conceptual foundation for transparency in AI use, recognition of intellectual contributions, adherence to assignment guidelines, and accountability for learning processes and outcomes. Meanwhile, the values of tabayyun, respect for others, and a focus on the common good underpin digital responsibility in the form of information verification, privacy protection, respect for intellectual property, and consideration of the social impacts of AI use. Strengthening these two aspects requires educators to lead by example, clear institutional guidelines, family support, and reflective learning grounded in ethical dilemmas. This article concludes that the integration of character education and AI literacy should be directed toward developing students who are proficient in using technology while also being able to make decisions honestly and responsibly. The resulting conceptual framework still requires empirical testing according to educational levels and contexts.

Studies on human beings from the perspective of the Qur’an have extensively discussed the dimensions of servitude to God, human stewardship, and moral responsibility. However, the relationship among these three concepts as an integrated framework of the human role from the perspective of Tafsir Tarbawi has received limited integrative reconstruction. This study aims to analyze the relationship among the concepts of ibadah, khalifah, and amanah in the Qur’an and to reconstruct them as a conceptual framework of the human role and its implications for Islamic education. This study employs a qualitative approach using library research and the muqarran method of Qur’anic interpretation within the perspective of Tafsir Tarbawi. The primary sources include the Qur’an and the works of Tafsir Ath-Thabari, Ibn Kathir, al-Misbah, and al-Azhar. The main verses analyzed are QS. Adz-Dzariyat [51]:56 concerning ibadah, QS. Al-Baqarah [2]:30 concerning khalifah, and QS. Al-Ahzab [33]:72 concerning amanah. The analysis was conducted through the collection and categorization of relevant verses, examination of their contexts and meanings, comparative analysis of interpretations, and conceptual synthesis. The findings indicate that ibadah, khalifah, and amanah are integrally interconnected. Ibadah functions as a transcendental orientation, khalifah as the actualization of human roles, and amanah as the ethical principle and accountability underlying the fulfillment of those roles. This reconstruction results in a conceptual framework of orientation-actualization-accountability. From the perspective of Tafsir Tarbawi, this framework indicates that Islamic education should develop human beings holistically by strengthening their spiritual, intellectual, social, and moral dimensions, thereby cultivating individuals who possess faith and knowledge, demonstrate good character, are capable of actualizing their potential, and are responsible in fulfilling their roles as servants of Allah and stewards of the earth

ABSTRACT Short story writing instruction among eighth-grade students at SMP NW Aikmual faces several challenges, including generating ideas, developing thoughts, selecting appropriate words, accessing reading references, and maintaining concentration. This study aims to describe the teacher’s role in supporting the development of students’ short story writing skills and to identify the supporting and inhibiting factors in the learning process. The study employed a descriptive qualitative approach involving seven informants selected through purposive sampling, comprising one Indonesian language teacher and six eighth-grade students directly involved in short story writing activities. Data were collected through semi-structured interviews, observations, and documentation, then analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that the teacher acts as a facilitator by providing learning materials and short story examples, a motivator through encouragement and appreciation, a mentor by guiding students in generating ideas and developing stories, and an evaluator by providing corrections and feedback. Supporting factors include teacher guidance, student motivation, and the availability of learning resources, while inhibiting factors include difficulties in developing ideas, limited vocabulary and reading references, and concentration problems. These findings indicate that targeted and continuous teacher support helps facilitate the short story writing process according to students’ needs. ABSTRAK Pembelajaran menulis cerpen pada siswa kelas VIII SMP NW Aikmual masih menghadapi kendala dalam menemukan ide, mengembangkan gagasan, merangkai kata, memperoleh referensi bacaan, dan mempertahankan konsentrasi. Penelitian ini bertujuan mendeskripsikan peran guru dalam mendukung proses pengembangan kemampuan menulis cerpen serta mengidentifikasi faktor pendukung dan penghambat pembelajaran. Penelitian menggunakan pendekatan deskriptif kualitatif dengan tujuh informan yang dipilih secara purposive sampling, terdiri atas satu guru Bahasa Indonesia dan enam siswa kelas VIII yang terlibat langsung dalam pembelajaran menulis cerpen. Data dikumpulkan melalui wawancara semi-terstruktur, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru berperan sebagai fasilitator melalui penyediaan materi dan contoh cerpen, motivator melalui dorongan dan apresiasi, pembimbing melalui pendampingan dalam menentukan ide dan mengembangkan cerita, serta evaluator melalui koreksi dan umpan balik. Faktor pendukung meliputi bimbingan guru, motivasi siswa, dan ketersediaan sumber belajar, sedangkan faktor penghambat mencakup kesulitan mengembangkan gagasan, keterbatasan kosakata dan referensi, serta masalah konsentrasi. Temuan ini menunjukkan bahwa dukungan guru yang terarah dan berkelanjutan berperan dalam memfasilitasi proses menulis sesuai kebutuhan siswa.

This mixed-methods study had two aims: to determine the purpose of school administrators’ use of social media and to develop and validate a scale measuring those purposes. In the qualitative phase, 15 school principals were interviewed individually, and the social media accounts of five principals were analyzed to identify purposes of use. In the second phase, an instrument was developed and validated across two independent samples of school administrators attending separate in-service training programs organized by the Turkish Ministry of National Education (MONE). Exploratory factor analysis (EFA; n = 156), using principal axis factoring with direct oblimin rotation, revealed a three-factor structure: stakeholder communication, personal use, and professional development, accounting for 65.52% of the total variance. Confirmatory factor analysis (CFA; n = 148) supported the factor structure with satisfactory model fit (χ²/df = 1.60, CFI = .955, RMSEA = .064). Convergent and discriminant validity were established through average variance extracted, composite reliability, McDonald’s omega, and the Fornell–Larcker criterion.

This study aims to examine the effectiveness of the PJBL model with a scientific approach that influences student learning outcomes. The method used in this study is a literature study by collecting and analyzing various previous research sources related to the implementation of PjBL in elementary schools. This literature study focuses on how PjBL can develop students' cognitive, affective, psychomotor, and social-emotional skills. The results of the study show that PjBL through a scientific approach can increase students' interest, motivation, and learning outcomes. This model encourages students to collaborate, think critically, and actively engage in real projects that are relevant to everyday life. However, there are several challenges in its implementation. The success of this model requires support from good time management, teacher guidance, and adequate facilities.

Introduction Translating complex research into public and K-12 curricula comprises a significant component of science education and outreach. This paper examines the topics and experiences that are the focus of marine science education outreach. Methods Surveys were administered to marine science institutions (25 institutions responded) and undergraduate students (290 students responded). Results Institutional data from 25 organizations showed that 88% of respondents target 3rd–5th grade but only 68% reported serving PreK–2nd grade. Findings show 58% of STEM major respondents to the undergraduate survey identified elementary as their earliest exposure. For the STEM major respondents, 7% of respondents identify PreK, 18% identify middle school, 16% identify high school, and 2% as NA. Discussion Findings highlight the prevalence of early recalled science experiences among surveyed undergraduates and differences in the grade levels served by participating marine science outreach institutions. Expanding opportunities for PreK–2nd grade ocean education may help institutions engage younger audiences and support the development of ocean literacy. Further research using larger, more representative samples is needed to investigate relationships between early science education and later academic interests.

Teachers’ participation in professional development is often high, yet it does not always translate into classroom innovation, a persistent transfer-of-learning gap. This study explores how principals’ assertive communication was associated with teachers’ professional competence development in two junior high schools (one public, one private) in Brebes Regency, Indonesia. An explanatory sequential mixed-methods design was used: baseline teacher competence was descriptively mapped from the Ruang GTK platform and the Education Report (Rapor Pendidikan), followed by a qualitative phase with 22 purposively selected informants (principals, vice-principals, teachers, students, and parents). Data were gathered through surveys, interviews, observations, and document analysis, and analyzed using Miles et al.’s interactive model with triangulation. Baseline data showed high training participation (score 4) but stagnant instructional innovation and classroom management (scores 2–3). Four interactional dimensions of assertive communication emerged: directive transparency, dialogic respect, non-blaming corrective feedback, and facilitative advocacy. These were associated with reduced teacher defensiveness and greater openness to interactive and digital teaching, and varied with institutional readiness. The study frames assertive leadership as a dynamic system of instructional communication rather than a fixed trait. Given its two-school, non-causal design, the findings are context-specific; they suggest that sustaining competence requires structured post-training clinical supervision and a constructive feedback culture.

This study examines the role of the Ittihadul Muballighin Institute (LIM) of Lirboyo Islamic Boarding School in designing ulama cadre education through the Ramadhan Safari program. LIM is an internal da’wah institution of the pesantren that prepares senior students (santri) to become preachers who master Islamic knowledge and are able to apply it contextually in society. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation involving LIM administrators, field coordinators, trainers, program participants, and community members, and were analyzed using the interactive model of Miles and Huberman with source and method triangulation. The findings show that LIM plays an active role through participant selection, intensive pre-departure training, field mentoring, and post-activity evaluation; that cadres participate in ritual, socio-religious, educational, and socio-cultural activities; and that LIM plays a passive role by providing facilities, institutional legitimacy, administrative support, and social networks. The program strengthens participants’ da’wah communication competence, resilience, and sincerity, and is consistent with the principles of experiential learning. The study concludes that the Ramadhan Safari is an integrative, contextual, and sustainable ulama cadre education design within the traditional pesantren framework.

Discipline assessment in elementary schools is essential for systematically monitoring students’ character development and providing a basis for continuous guidance. However, effective assessment depends not only on the availability of instruments but also on consistent implementation and the appropriate use of assessment results. This study aimed to describe the implementation of discipline attitude assessment instruments and the disciplinary behavior of students at SD Negeri 071206 Taluzusua. The study employed a qualitative approach with a descriptive method. The informants consisted of two homeroom teachers and one subject teacher selected purposively based on their direct involvement in teaching and attitude assessment. Data were collected through in-depth interviews, observations, and documentation, then analyzed through data reduction, data display, and conclusion drawing. Data credibility was strengthened through source, technique, and time triangulation. The findings indicated that instrument implementation involved three stages: planning, assessment, and utilization of results. Teachers used observation sheets and attitude assessment journals to assess punctuality, compliance with rules, and responsibility for completing assignments. Students generally demonstrated fairly good discipline, although their behavior was not yet consistent across all indicators. Assessment results were used to provide reminders, guidance, reinforcement, and continuous character development. These findings highlight the importance of systematic assessment and appropriate follow-up in fostering discipline in elementary schools. ABSTRAK Penilaian sikap kedisiplinan penting dilakukan di sekolah dasar untuk memantau perkembangan karakter peserta didik secara sistematis dan menjadi dasar pembinaan yang berkelanjutan. Namun, keberhasilan penilaian tidak hanya ditentukan oleh ketersediaan instrumen, tetapi juga oleh konsistensi penggunaannya dan pemanfaatan hasilnya. Penelitian ini bertujuan mendeskripsikan implementasi instrumen penilaian sikap kedisiplinan dan gambaran kedisiplinan peserta didik di SD Negeri 071206 Taluzusua. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Informan terdiri atas dua wali kelas dan satu guru mata pelajaran yang dipilih secara purposive. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperkuat melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa implementasi instrumen meliputi perencanaan, pelaksanaan penilaian, dan pemanfaatan hasil. Guru menggunakan lembar observasi dan jurnal penilaian untuk menilai ketepatan waktu, kepatuhan terhadap aturan, dan tanggung jawab dalam menyelesaikan tugas. Kedisiplinan peserta didik secara umum cukup baik, tetapi belum konsisten. Hasil penilaian dimanfaatkan untuk memberikan pengingat, arahan, penguatan, dan pembinaan karakter secara berkelanjutan.

International branch campuses (IBCs) deliver foreign science, technology, engineering and mathematics (STEM) qualifications inside host economies, yet how graduates’ reported educational experiences relate to their professional outcomes has received little attention in the Gulf. This study examined employability, work readiness and job alignment among Qatari nationals who completed a bachelor's degree at one of two United States IBCs in Qatar. A cross-sectional survey of 75 employed graduates, recruited purposively through professional networks and snowball referrals, was analysed using Fisher exact tests with exact odds ratios and effect sizes, together with parsimonious binary, ordinal and Firth penalised logistic regression with Wald intervals for coefficients and bootstrap percentile intervals for average predicted probabilities; responses to one open-ended question were categorised descriptively. Most graduates worked in roles related to their major (86.7%) and entered employment immediately after graduation (61.3%). Labour-market preparedness was associated with very high perceived employability (odds ratio 4.9, 95% CI 1.6–14.7) and with a very smooth transition to work (Firth odds ratio 13.9, 95% CI 3.5–54.8), and professional ability development was also associated with very high employability (odds ratio 6.5, 95% CI 1.9–22.4). Job alignment corresponded with smoother transitions, though imprecisely (odds ratio 8.6, 95% CI 1.0–73.0). Women were less likely than men to report being very well prepared (adjusted odds ratio 0.11, 95% CI 0.03–0.45); other gender comparisons were inconclusive. Graduates most often requested internships and practical exposure and locally grounded labour-market knowledge. The findings suggest that monitoring preparedness and occupational alignment alongside employment rates offers a more informative account of the professional experiences reported by graduates of international STEM programmes delivered locally.

Abstract This study examines whether and how RME can be performed as an epistemic object to broaden business schools’ education on climate change. The research builds on a qualitative case study involving 10 Finnish business schools. The analysis reveals that RME is performed as both an epistemic object and a boundary object, with different implications for its embeddedness within institutions. Our findings show how accreditations have introduced RME as a boundary object enforcing performativity around sustainability themes yet enabling disciplines to maintain their distinct or limited roles. At the same time, RME is met with both resistance and compliance, depending on how well the object fits with disciplinary boundaries and career trajectories. Lastly, as an epistemic object, RME encourages co‐reflexivity, which is essential for climate‐proofing business schools. We discuss the possibilities of a hybrid orientation of RME as both a boundary object and an epistemic object for enforcing climate‐orientation in management education.

This study aims to explain the implementation of the hidden curriculum through school habituation in shaping students' disciplined character at MTs Al-Quraniyah Manna, South Bengkulu Regency. The hidden curriculum refers to values instilled in students through school culture, teacher role modeling, rules, and daily habits that are not included in the formal curriculum. This study employed a qualitative approach classified as descriptive research. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model, which includes data collection, condensation, display, and conclusion drawing/verification. The findings reveal that the hidden curriculum is implemented through two primary habituation activities: the TAKRIR program (daily Qur'anic muroja'ah before classes) and congregational Dhuhr prayer conducted regularly from Monday to Thursday at the Maria Affan Mosque. Three main mechanisms contribute to the formation of students' disciplined character: behavioral habituation through consistent daily routines, teacher role modeling through active participation and direct guidance, and the establishment of a strong religious school culture. The results indicate improvements in students' punctuality, compliance with school rules, orderliness during worship, and intrinsic awareness to fulfill obligations without coercion. Therefore, the hidden curriculum through sustained religious habituation serves as an effective strategy for building students' disciplined character at MTs Al-Quraniyah Manna.

Abstract : The Northeastern College–College of Liberal Arts (NC-COLA) is committed to uplifting community well-being through responsive extension programs. This study evaluated the community needs of Barangay Mabini across seven domains: Education and Parenting, Food Safety and Hygiene, Human Rights and Violence Awareness, Livelihood and Financial Literacy, Disaster Risk Reduction and Management (DRRM), Environmental Conservation, and Organizational Planning and Management. Using a descriptive mixed-method design combining survey questionnaires and key informant interviews, results showed that Livelihood and Financial Literacy obtained the highest weighted mean (4.75), identifying economic vulnerability as the community’s most pressing concern. Food Safety and Hygiene (4.72), Organizational Planning and Management (4.68), Environmental Conservation (4.63), and DRRM (4.59) also registered high demand, reflecting gaps in public health, governance, and disaster preparedness. Human Rights and Violence Awareness (4.48) indicated greater preference for practical safety programs over formal legal education. It was concluded that Barangay Mabini requires coordinated, multi-stakeholder interventions targeting economic empowerment, institutional governance, and community resilience. Recommendations include financial literacy and livelihood programs, strengthening of the Barangay DRRM Council, systematic waste management, and capacity-building for local officials in partnership with relevant government agencies.

The traditional culture is an old type of culture with distinctive features of ethnicity which was created and evolved through a prolonged historical process of the Chinese nation. The splendid traditional culture of China reflects the indomitable spirit of self-improvement of the Chinese nation and the endless spiritual wealth of the Chinese people, and represents the common values of the Chinese people. This contains countless positive value concepts, philosophical feelings, modes of thinking, ritual systems, codes of conduct, and lifestyle practices, which will offer theoretical direction and spiritual guidance towards developing healthy ideological and moral character as well as instilling in the youth of the new era the core socialist values. General Secretary Xi Jinping has constantly stressed the importance of curriculum and textbooks playing their part in building a strong foundation and building up the spirit, as well as in brightening up minds and increasing wisdom; they should be the style of China and Chinese nation, and the result of the accumulation of knowledge on human cultural heritage and the outcome of innovations in this field. Hence, the incorporation of traditional culture education in primary, secondary, and higher education will greatly contribute to the successful realization of the mission of fostering virtue and nurturing talent in all schools.

This study examined the implementation and perceived effectiveness of Inquiry-Based Learning (IBL) strategies in science among teachers and students in five public junior high schools in Panabo City, Davao del Norte. Anchored in Constructivist Learning Theory, Social Constructivism, Progressive Inquiry, and Cognitive Load Theory, it employed a quantitative descriptive-correlational design. Respondents comprised 31 Science teachers selected through total enumeration and 100 Grade 10 students selected through purposive sampling. Data were collected using validated researcher-developed questionnaires and analyzed using descriptive statistics, Pearson correlation, and independent samples t-tests. Teachers rated IBL implementation as Highly Implemented (M = 4.66) and its effectiveness as Highly Effective (M = 4.71), whereas students rated implementation as Implemented (M = 4.17) and effectiveness as Effective (M = 4.09). Significant positive relationships emerged between implementation and perceived effectiveness, with stronger associations in students’ assessments. Significant differences between teacher and student ratings indicated disparities in their classroom perceptions. The findings concerned student engagement, conceptual understanding, scientific inquiry skills, collaborative learning, and problem-solving abilities. The study proposed the INQUIRE+ Professional Development Program to strengthen Science teachers’ inquiry-based instruction through coaching, collaborative lesson study, reflective practice, and systematic monitoring and evaluation. It aligns with Sustainable Development Goal 4 (Quality Education) by supporting improved Science instruction and continuing teacher development. Its contribution to educational and institutional sustainability lies in promoting sustained professional learning, school-based collaboration, and evidence-informed instructional improvement across participating schools and varied local classroom learning contexts. Further evaluation of the proposed program is needed to establish its effectiveness after implementation.