Leadership is a connection between those who aim to influence and those who choose to be influenced and follow. Leaders at all levels practice definite patterns and systems that guide them to perform at their best.  The descriptive-correlational study was conducted to identify the most common leadership approaches of learning area coordinators and determine its association with their faculty performance rating. Seventy – six senior high school faculty members were randomly selected to answer an adopted leadership practices inventory instrument developed by Kouzes and Posner. The survey questionnaire measured the learning area coordinators’ level of application of the five leadership approaches. Faculty performance evaluation was also retrieved.  Data analysis was carried out using the Chi-square test of correlation. The study findings revealed that learning area coordinators apply the five leadership approaches (modeling the way, inspiring a shared vision, challenging the process, enabling others to act and encouraging the heart) very frequently. Furthermore, about 70% of faculty performed from very satisfactorily to outstanding. Among these leadership approaches, it is modeling the way, challenging the process and encouraging the heart that was associated, X2 (15, 76 = 27.91, 33.66 and 33.11) =24.99, p<.05) to faculty performance evaluation. Based on the findings, recommendations that would enhance and develop leadership styles and practices are given.

Increasing access to enrichment and extended learning programs is vital because this help deepens and engages students to gain the appropriate competencies and strong foundation for success. Students need extra support to be academically successful and whatever happens before and after school can be as significant as what transpires during the normal class discussion. This qualitative, descriptive study was conducted to analyze the impact of the mathematics enrichment program on college students' self-efficacy and Math anxiety in a Philippine university. Data were obtained from pre-structured interviews of students who underwent varied activities such as talks and workshops, tutorials, peer mentoring, review classes, and other enhancement opportunities. Participants were chosen through purposive sampling and who established an extremely high anxiety level and very poor self-efficacy in dealing with math. Criteria were based on the result of the Mathematics Self – Efficacy and Anxiety Questionnaire. Thematic analysis was utilized resulting in emerged themes such as improvement to students' self-efficacy and a reduction to their math anxiety which was validated by the new result of the MSEAQ and thru focus group discussion. The investigation also posited that student-participants recognized the significance of Mathematics which helped them to deeply appreciate its importance and meaning to their life. Based on these results, to increase LOVE for math: (a) Learners should Learn to trust themselves; (b) Opportunities for the enrichment and extended learning activities must be reinforced by the academic leaders; (c) Version 2.0 of the enrichment program must be projected and offered, and (d) Educational researches must be continuously steered.

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