Cultural Orientation and Indigenous Leadership Practices in Relation to the Leadership Competencies of School Heads in Selected IP Schools in Oriental Mindoro
DOI:
https://doi.org/10.65339/ijsair.V2.I2.334Keywords:
Cultural Orientation, Indigenous Peoples Education, Indigenous Leadership Practices, Leadership Competencies, School HeadsAbstract
This study examined the relationship among cultural orientation, indigenous leadership practices, and leadership competencies of school heads in selected Indigenous Peoples (IP) schools in Oriental Mindoro, Philippines. Anchored on Culturally Responsive Leadership Theory (Khalifa, Gooden, & Davis, 2016), the research employed a descriptive–correlational design to assess variable levels and determine their interrelationships. Data were collected from 80 school heads selected through proportional stratified random sampling across eight districts. A structured and validated questionnaire measured cultural orientation, indigenous leadership practices, and leadership competencies using a five-point Likert scale, with reliability confirmed through Cronbach’s alpha values ranging from 0.801 to 0.890. Data were analyzed using descriptive statistics, Pearson’s correlation, and multiple regression analysis. Findings revealed high levels of cultural orientation, indigenous leadership practices, and leadership competencies among school heads. Significant positive relationships were found among all variables, indicating that culturally oriented leaders are more likely to exhibit indigenous leadership practices and stronger leadership competencies. Regression analysis showed that community values were the only significant predictor of leadership competencies within cultural orientation, while cultural stewardship and decision-making significantly predicted leadership competencies within indigenous leadership practices. These results highlight the importance of integrating community values and cultural stewardship in strengthening leadership effectiveness. The study concludes that culturally grounded leadership is essential in sustaining both educational quality and cultural identity in indigenous school contexts, and recommends strengthening cultural orientation programs, leadership training, and meaningful community engagement strategies. The study aligns with SDG 4 (Quality Education) by promoting inclusive and culturally responsive education and SDG 10 (Reduced Inequalities) by addressing disparities affecting Indigenous Peoples learners. It contributes to educational and cultural sustainability by reinforcing leadership practices that preserve indigenous identity while enhancing institutional effectiveness and community engagement.
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