Cultural Inclusivity on Management Practices and Support System in Public Secondary School

This study was conducted to determine the intercultural management practices of school heads and teachers in supporting cultural inclusivity and support system among students in Capalonga District secondary education. The study employed a quantitative research methodology using a descriptive-correlational design. Total enumeration was applied to ensure inclusion of all respondents, consisting of seven school heads two females and five males and 144 teachers 107 Junior High School, 3 LGU Funded and 34 Senior High School from the district. Data were collected through survey questionnaires. Data were analyzed using Microsoft Excel and IBM SPSS Version 20 with weighted mean and Pearson correlation as statistical tools. The findings revealed that Capalonga District Schools consistently practice intercultural management, although gaps exist in formal diversity training, integration of cultural content, instructional adaptations, and recognition of diverse traditions. Instructional, administrative, parental and community support systems are generally strong but curriculum adaptability, administrative initiative, school-parent collaboration and community involvement need improvement. Correlation analysis shows strong positive relationships (r = .822-.941, p = .000), indicating that intercultural practices, particularly in language and communication, enhance support systems and stakeholder engagement. Implementation of cultural inclusivity measures is generally consistent (weighted means 3.26–3.43), but use of diverse resources, multilingual education, anti-discrimination enforcement, and leadership modeling are limited. Overall, curriculum, language, inclusive policies and staff cultural awareness were strongly associated with support systems (r = .871-.941, p = .000), highlighting their interdependence. Based on the findings the proposed handbook ‘’ A School Heads and Teachers Guidebook for Cultural Inclusivity Management Practices and Support System’’ provides strategies such as cultural awareness training and inclusive classroom practices to address these gaps and institutionalize culturally responsive practices.