Leading for Indigenous Learners: The Lived Experiences of School Heads in Advancing Culturally Responsive Education

This study explored the lived experiences of school heads in advancing culturally responsive education for Indigenous learners in Marilog North District, Davao City. It specifically examined their experiences, coping strategies, and educational insights and meanings derived from leading culturally responsive practices. A phenomenological research design was employed involving ten purposively selected school heads with direct leadership experience in schools serving Indigenous learners. Data were gathered through semi-structured in-depth interviews and analyzed using the Ritchie and Spencer Framework Method. Findings revealed four themes describing the participants’ lived experiences: Cultural Responsiveness, Contextualized Learning, Community Partnership, and Contextual Challenges. Their coping experiences generated four themes: Collaboration, Adaptability, Professional Learning, and Resilience. Their educational insights and meanings were reflected in four themes: Cultural Respect, Servant Leadership, Shared Leadership, and Leadership Growth. The findings indicated that culturally responsive leadership involved understanding Indigenous contexts, making educational practices relevant to learners’ realities, working collaboratively with communities, and responding adaptively to contextual challenges. The study further highlighted that school heads developed deeper appreciation for Indigenous identity, community knowledge, shared responsibility, and continuous professional growth. The study underscores the importance of strengthening culturally responsive leadership, teacher capacity, school-community partnerships, and institutional support to promote inclusive and meaningful education for Indigenous learners.