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This study aimed to uncover the influential factors of community participation in a rural poverty alleviation programme in Malaysia. A quantitative approach was used, and data were collected through a self-administered survey questionnaire from 260 respondents of the Iban community in Malaysia. The study considered 22 influential factors (18 as independent variables and 4 as dependent variables) to measure the level of community participation in decision-making, implementation, benefits sharing and evaluation. The study explored how these influential factors interacted with participation in a rural poverty alleviation programme. The results found a diversity of interacting factors within the forms of participation at the implementation level. The article contributes a dynamic and multi-dimensional understanding of how influential factors shape community participation processes. The findings are an important indicator to policy-makers and development practitioners.

This article makes an attempt to assess the process and outcomes of faith-based non-governmental organizations’ (FBNGOs) interventions toward community empowerment in social development. Data are derived from contemporary literature using a Qualitative Interpretative Meta-Synthesis (QIMS). Results show that there are very few publications that directly examine the contributions of FBNGOs toward community empowerment. There are some publications which indirectly examine the role of the components of community empowerment, such as community participation, community capacity building, local leadership development, or community resource mobilization, though these are mostly concentrated in Western and African countries. After 9/11, much literature has shown that the role of Islamic NGOs has emerged as a significant aspect in social development discourse. The findings will be of interest to policymakers, donors, and development practitioners.

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Microcredit is an influential intervention used to alleviate poverty and improve social well‐being in rural communities in Sabah, Malaysia. This study examined the effects of a microcredit scheme, Amanah Ikhtiar Malaysia (AIM), on the well‐being of these communities. Using a survey method, a pre‐tested interview schedule was administered to 277 AIM recipients in Sabah, Malaysia. Social well‐being was examined based on the three indicators of Midgley's social development approach: the management of problems, the fulfillment of basic needs, and social opportunities provided. AIM microcredit schemes were successful in improving the well‐being of AIM recipients, although the recipients faced a number of problems, including unemployment, lack of education, and access to public services and healthcare facilities. The findings of this study represent a useful guideline to the AIM authority, development practitioners, policymakers, and governmental organization and non‐governmental organization workers.

The purpose of this study was to investigate the contribution of headmasters' transformational leadership towards teachers' sense of efficacy. Purportedly, headmasters' transformational leadership is known to enhance teachers' sense of efficacy and indirectly increase student achievement. A questionnaire adapted from MLQ5x (Multifactor Leadership Questionnaire) and TSES (Teacher Sense of Efficacy) was used in conducting this research. The total sample consisted of 293 primary school teachers from under-enrolled schools in Port Dickson district, selected by using purposive sampling. The results showed that headmasters' intellectual stimulation (β = .336, p ≤ 0.05) significantly predicted the students' engagement in learning. Again, headmasters' intellectual stimulation (β = .291, p ≤ 0.05) was also found to significantly predict classroom management. Furthermore, headmasters' idealized influence (β = .310, p ≤ 0.05) significantly predict the instructional strategies. Overall, the research result can impact headmasters in underenrolled primary schools to review and enhance their leadership and provide a better understanding of the dimensions of headmasters' transformational leadership behavior toward teachers' sense of efficacy that promote high-quality teaching and learning classroom in future.