CULTURE-BASED LEADERSHIP AND ORGANIZATIONAL CHANGE: SPRINGBOARD IN PROGRAM DEVELOPMENT FOR SCHOOL LEADERS

This study determined the culture-based leadership as practiced by school leaders and assessed the organizational change among the elementary schools within the Schools Division of Koronadal City during the school year 2024-2025. The study utilized a descriptive-correlational research design, involving 109 purposively selected school heads and master teachers. Majority of the school heads are in their positions for 7-12 years, while the teachers are teaching the indigenous people schools for 10 years and below. In terms of culture-based leadership, findings revealed that school leaders demonstrated a high level of culture-based leadership with a mean of 3.34. The result also shows that school heads prioritize integrating local culture into the curriculum. Similarly, organizational change was rated “very high” with a mean of 3.42. This indicates that school heads effectively support, mentor, and guide teachers and staff, enhancing performance. A significant relationship between culture-based leadership and organizational change was established with computed correlation coefficient (r) of 0.780 indicates a strong positive relationship. To determine the significant difference in the level of organizational change, particularly in improving the school's key performance indicators, stakeholders’ participation, personnel performance, and school improvement plan implementation, the differences among the groups do not reach statistical significance. Additionally, the school leaders face various challenges in implementing culture-based leadership, particularly in Indigenous Peoples (IP) schools and communities. Community Engagement and Participation are the most pressing concerns, with 26.76% of the total responses, thus, school leaders may engage in strong partnership with other stakeholders for more school development and improvement.