HARMONIZING LEADERSHIP AND CULTURE: THE ROLE OF MAGUINDANAON CULTURAL NORMS IN SHAPING SCHOOL GOVERNANCE AND INSTRUCTIONAL SUPERVISION

Abstract

The growing recognition of culturally responsive leadership highlights the need to understand how indigenous cultural norms shape educational governance and instructional practices. In culturally grounded communities, school leadership extends beyond administrative functions to include the preservation of identity, values, and communal harmony. This study explored the role of Maguindanaon cultural norms in shaping school governance and instructional supervision within formal educational settings. The primary objective of the study was to examine the lived experiences of Maguindanaon school heads and teachers as they integrate cultural values, Islamic principles, and community traditions into leadership and supervisory practices. Anchored in a qualitative research design, the study employed a phenomenological approach to capture participants’ meanings, perceptions, and interpretations of culturally grounded leadership. Findings revealed that Maguindanaon school leaders consistently practiced culturally responsive, inclusive, and community-oriented leadership. Governance and supervisory practices were strongly influenced by Islamic moral values, emphasizing integrity, respect, consultation, and service. School leaders demonstrated sensitivity to religious observances and cultural traditions by aligning school policies, schedules, and decision-making processes with community realities. Instructional supervision was conducted through respectful and non-confrontational approaches, encouraging the integration of local language, traditions, and lived experiences into teaching and learning. Leaders also displayed adaptive leadership by thoughtfully balancing institutional policies with cultural identity, ensuring compliance while preserving cultural integrity. These practices strengthened school–community relationships, fostered trust, and reinforced a shared sense of belonging. The study concludes that effective leadership in the Maguindanaon context is deeply relational, values-based, and culturally anchored. Honoring culture and faith enhances governance, instructional supervision, and stakeholder trust, demonstrating that culturally responsive leadership is essential for sustaining harmony, inclusivity, and meaningful education in indigenous and Muslim school communities. Keywords: culturally responsive leadership; indigenous education; Islamic values in education; school governance