Social and Educational Experiences of Christian School Heads in The Muslim Populated Community: A Phenomenological Inquiry

Aim: Inclusive practices are increasingly recognized as vital for promoting equity and social cohesion within diverse communities, where community leaders and educators play a crucial role in implementing these practices, profoundly influencing educational and social outcomes.This qualitative study explored the lived experiences of community leaders and educators enacting inclusive practices in Ampatuan, Datu Abdullah Sangki, Datu Hoffer, Datu Unsay, and Mamasapano, Maguindanao del Sur, Philippines.Methodology: This study employed a transcendental phenomenological research approach to explore the lived experiences of community leaders and educators in enacting inclusive practices within Muslim communities in the municipalities of Ampatuan, Datu Abdullah Sangki, Datu Hoffer, Datu Unsay, and Mamasapano, Maguindanao del Sur.Utilizing purposive sampling, the research selected five influential participants-comprising Christian school heads such as principals, teachers-in-charge, and officers-in-charge-who work in Muslim-majority communities, particularly within the elementary and secondary schools of the Division of Maguindanao del Sur.These participants provided insightful observations regarding the social and educational backgrounds relevant to fostering inclusivity in these settings.Results: Three were the main themes that were present: Leadership Role, School Identity and Cultural Integration, and Inclusion Strategies.The results emphasized the importance of leadership, cultural awareness, and community involvement in encouraging inclusive practices and a feeling of belonging among the diverse members of the community. Conclusion:This study concludes that collaborative leadership, cultural competence, and inclusive governance are vital in creating inclusive and equitable learning environments, particularly in religiously diverse settings.Christian school heads in Muslim-majority communities exemplify how adaptive leadership-through interfaith dialogue, community engagement, and inclusive policies-can promote cultural sensitivity, address discrimination, and foster social cohesion.The findings provide practical insights for educators, policymakers, and community leaders seeking to enhance inclusive practices and build schools that support diversity, equity, and shared values.