Supportive Behavior of School Heads and Teachers’ Pedagogical Adaptions Within Indigenous Education in Tboli East District, South Cotabato

This study aimed to determine the influence of supportive behavior of school heads on teachers’ pedagogical adaptations within Indigenous communities in Tboli East District, South Cotabato. A quantitative non-experimental design using a descriptive-correlation approach was adopted, with 121 elementary teachers selected through convenience sampling. Data were collected using a modified and pilot-tested survey questionnaire to ensure reliability and internal consistency. Results showed that school heads’ supportive behavior was generally rated as moderately extensive, with open communication being the most evident and professional development and emotional support rated lower. Teachers’ pedagogical adaptations were found to be extensive overall, especially in adapting assessment methods, while the use of Indigenous languages was only moderately extensive. A moderate and significant positive correlation was found between overall supportive behavior and teachers’ pedagogical adaptations, confirming that leadership practices influence culturally responsive teaching. Among the domains, professional development opportunities had the strongest influence, followed by emotional support and open communication. Recognition and encouragement did not show a significant effect, suggesting that symbolic support is insufficient to drive instructional change. The regression model demonstrated that leadership support significantly contributes to teachers’ capacity to implement culturally grounded education in Indigenous settings.