Perceived Leadership and School Culture Elements as Determinants of Intercultural Sensitivity of Public High School Teachers

This study investigates the impact of perceived leadership and school culture on the intercultural sensitivity of public high school teachers in the Mati Division of Davao Oriental. A total of 300 teachers participated through random sampling, with data collected through three research questionnaires. Using a non-experimental, quantitative, and descriptive correlational research design, the study identifies key findings related to instructional leadership and school culture. The results highlight the critical role of instructional leadership in creating a positive learning environment, particularly through professional development, effective curriculum delivery, and optimal use of instructional time. A strong school culture, marked by mutual support and commitment among teachers, was also evident, though opportunities for improvement in leadership practices were noted. While teachers actively engage in cross-cultural interactions, the study suggests that there is potential to further cultivate cultural respect and awareness. Particularly, the research indicates that intercultural sensitivity is not solely shaped by instructional leadership; other factors, such as personal experiences and specialized training, may play a more significant role in enhancing intercultural competence. Based on these findings, the study recommends strengthening curriculum implementation, enhancing leadership capabilities, fostering an inclusive school culture, and promoting teacher involvement in leadership roles to improve intercultural sensitivity and overall school performance.