Culturally-Informed Leadership and Management Practices in Philippine State Universities and Colleges: Navigating Institutional Excellence through Localized Governance and Academic Culture

Boyet Batang; Frederick Villa; Arvin Natividad; Angelina Gonzales; John Cabansag; Oscar Bangayan

doi:10.63931/ijchr.v7iSI2.243

Authors

Boyet Batang Isabela State University https://orcid.org/0009-0005-4683-868X
Frederick Villa Southern Luzon State University https://orcid.org/0000-0001-9281-0649
Arvin Natividad Southern Luzon State University https://orcid.org/0009-0005-7416-6200
Angelina Gonzales Don Mariano Marcos Memorial State University https://orcid.org/0000-0002-0178-8106
John Cabansag Apayao State College https://orcid.org/0000-0003-0356-2626
Oscar Bangayan Isabela State University https://orcid.org/0000-0003-0074-8783

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.243

Keywords:

Culturally-informed leadership, localized governance, ppine State Universities and Colleges, pakikipagkapwa, community-rooted practices

Abstract

This qualitative multiple-case study explores culturally-informed leadership and management practices in Philippine State Universities and Colleges (SUCs), focusing on four institutions: Isabela State University, Don Mariano Marcos Memorial State University, Southern Luzon State University and Apayao State College. The study aims to understand how academic leaders integrate local cultural knowledge and community-rooted governance within formal academic systems, and how these practices influence institutional performance, stakeholder engagement, and academic culture. Data were collected through semi-structured interviews with key university officials, document analysis, and field observations. Thematic analysis revealed three major findings: (1) SUC leaders ground their leadership in Filipino cultural values such as pakikipagkapwa and bayanihan, promoting relational governance and trust; (2) culturally-informed leadership enhances institutional cohesion, fosters stakeholder participation, and affirms local identity within academic culture; and (3) leaders face significant challenges in integrating these practices into formal bureaucratic structures due to policy rigidity, limited institutional capacity, and internal resistance. The study concludes that culturally-informed leadership is both a lived reality and a necessary paradigm in Philippine higher education. It serves as a strategic response to the socio-cultural diversity of SUCs and promotes governance that is ethical, inclusive, and contextually relevant. For such leadership to be sustained and institutionalized, structural reforms, policy integration, and cultural literacy within higher education systems must be prioritized. The study contributes to the growing discourse on localized leadership and the decolonization of academic governance in the Global South.

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