Leading with Inclusion: Managerial Practices of School Heads in Culturally and Ethnically Diverse Schools in Tacurong City

In an increasingly multicultural society, schools serve as critical spaces for promoting inclusion, equity, and mutual understanding among learners from diverse cultural and ethnic backgrounds. This study explored the managerial practices of school heads in culturally and ethnically diverse elementary schools in Tacurong City, Sultan Kudarat, with particular attention to how leadership practices foster inclusive and equitable school environments. Anchored in a qualitative research design, the study employed a phenomenological approach to capture and describe the lived experiences of school heads managing multicultural school communities during the school year 2025–2026. Data were gathered through in-depth interviews and focus group discussions and were analyzed using thematic analysis to identify recurring patterns, meanings, and leadership practices related to inclusion and cultural responsiveness. The findings revealed that school heads perceived cultural and ethnic diversity as an inherent and daily dimension of school management rather than a peripheral challenge. Effective leadership was characterized by inclusive and participatory decision-making, respect for religious and cultural beliefs, culturally sensitive communication, fairness, and strong collaboration with parents, elders, and community stakeholders. School heads demonstrated adaptive leadership by contextualizing national education policies, institutionalizing culturally responsive programs such as IPED and ALIVE, and promoting cultural celebrations that fostered learner identity, belongingness, and pride. Inclusion and equity were conceptualized as learner-centered and values-driven practices that addressed individual needs while ensuring equal opportunities for all. Despite constraints related to resources and context, school heads exhibited personal and professional growth, cultivating empathy, cultural competence, and reflective leadership capacities. The study concluded that inclusive school leaders’ contexts extend beyond policy compliance and administrative efficiency. It requires sustained empathy, cultural intelligence, adaptability, and collaborative engagement with stakeholders.