A Systematic Review and Meta-synthesis of Indigenous Filipino Values in Educational Leadership
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Published
Dec 25, 2024
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Abstract
This systematic review and meta-synthesis investigate the Indigenous Filipino values in educational leadership in the Philippines. It explores Indigenous Filipino values in educational leadership, their implementation, the approaches, and the challenges encountered in implementing them. This review adhered to the PRISMA guidelines and utilized a research database consisting of ERIC, JSTOR, Scopus, ACI, Philippine E-Journals, and DLSU-indexed journals. The method employed the use of “keywords” and Boolean operators. The screening process entailed examining the abstracts, thoroughly reviewing the full texts of the published articles, and excluding those that did not meet the predetermined inclusion criteria. Additionally, non-English or Filipino papers were excluded. The systematic review ultimately included 26 studies from the 530 identified, focusing on educational leadership in the Philippines and engagement with Indigenous Filipino values.
The identified Filipino values were kapwa (shared identity), pakiramdam (shared inner perception), kagandahang-loob (shared humanity), kalayaan (freedom), and bahala na (determination). Their approach emphasizes collaboration, cultural responsiveness, empathy, student empowerment, critical thinking, resilience, creativity, and meeting community needs but faces challenges like colonial influences, limited cultural awareness, dominance of Western models, standardized testing, resource limitations, potential misunderstanding, and erosion of traditional values in implementing them.
The identified five Filipino values significantly impact education in the Philippines for effective leadership, promoting its potential while addressing the challenges. Future research should explore integrating Indigenous Filipino values alongside mainstream education.
Keywords: Filipino Educational Leadership, Indigenous Filipino Values, Systematic Review
References
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Carter, D. J. (1990). African-American Principals: School Leadership and Success by Kofi Lomotey. The Journal of Negro Education, 59(4), 632-634. https://doi.org/10.2307/2295325
Caruz, V. V. (2023). Kapwa (Shared Identity): Filipino American Perspectives and Responses to Educational Leadership (Doctoral Dissertation). East Carolina University, USA. Retrieved from http://hdl.handle.net/10342/12813
Chan, V. (2001). Readiness for Learner Autonomy: What do our learners tell us? Teaching in Higher Education, 6(4), 505-518. http://doi.org/10.1080/13562510120078045
Clark, J., & Ossian, L. P. (2013). White Mother to a Dark Race: Settler Colonialism, Maternalism, and the Removal of Indigenous Children in the American West and Australia, 1880–1940 Margaret Jacobs, Lincoln: University of Nebraska Press, 2009, 557 Pages. The Social Science Journal, 50(3), 396–397. https://doi.org/10.1016/j.soscij.2013.07.007
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Nataño, N. M. (2023). Perspectives on Curriculum Contextualization and Localization as Integral to Promoting Indigenous Knowledge. International Journal of Academic and Practical Research, 2(1), 67-76. https://doi.org/10.5281/zenodo.8031639
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Talavera, R. C. (2011). The Role of Schools for Living Traditions (SLT) in Safeguarding the Intangible Cultural Heritage in the Philippines: The Case of Hudhud Chants of the Ifugao. National Institutes for Cultural Heritage, Japan, International Research Centre for Intangible Cultural Heritage in the Asia-Pacific Region, Under the Auspices of Unesco (IRCI). Retrieved from https://www.irci.jp/assets/files/ParticipantsReports/Philippines_Report.PDF
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Tan, C. Y. (2022). Influence of Cultural Values on Singapore School Leadership. Educational Management Administration & Leadership, 52(2), 280–303. https://doi.org/10.1177/17411432211073414
Thomas, J., & Harden, A. (2008). Methods for the Thematic Synthesis of Qualitative Research in Systematic Reviews. BMC Medical Research Methodology, 8(1), 45. https://doi.org/10.1186/1471-2288-8-45
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Bishop, R. (2003). Changing Power Relations in Education: Kaupapa Ma ¥ Ori Messages for ‘Mainstream’ Education in Aotearoa/New Zealand [1]. Comparative Education, 39(2), 221–238. https://doi.org/10.1080/03050060302555
Carter, D. J. (1990). African-American Principals: School Leadership and Success by Kofi Lomotey. The Journal of Negro Education, 59(4), 632-634. https://doi.org/10.2307/2295325
Caruz, V. V. (2023). Kapwa (Shared Identity): Filipino American Perspectives and Responses to Educational Leadership (Doctoral Dissertation). East Carolina University, USA. Retrieved from http://hdl.handle.net/10342/12813
Chan, V. (2001). Readiness for Learner Autonomy: What do our learners tell us? Teaching in Higher Education, 6(4), 505-518. http://doi.org/10.1080/13562510120078045
Clark, J., & Ossian, L. P. (2013). White Mother to a Dark Race: Settler Colonialism, Maternalism, and the Removal of Indigenous Children in the American West and Australia, 1880–1940 Margaret Jacobs, Lincoln: University of Nebraska Press, 2009, 557 Pages. The Social Science Journal, 50(3), 396–397. https://doi.org/10.1016/j.soscij.2013.07.007
Clemente, J. A., Belleza, D., Yu, A., Catibog, E. V. D., Solis, G., & Laguerta, J. (2008). Revisiting the Kapwa Theory: Applying Alternative Methodologies and Gaining New Insights. Philippine Journal of Psychology, 41(2), 1-32.
De Guia, K. (2005). Kapwa: The Self in the Other, Worldviews and Lifestyles of Filipino Culture-bearers. Philippines: Anvil Publishing. Retrieved from http://ci.nii.ac.jp/ncid/BA85809149
Enriquez, V. G. (1992). From Colonial to Liberation Psychology: The Philippine Experience. Philippines: University of the Philippines Press.
Enriquez, V. G. (1994). Pagbabagong-dangal: Indigenous Psychology and Cultural Empowerment. Philippines: Akademya ng Kultura Sikolohiyang Pilipino.
Fitzgerald, T. (2003). Changing the Deafening Silence of Indigenous Women’s Voices in Educational Leadership. Journal of Educational Administration, 41(1), 9–23. https://doi.org/10.1108/09578230310457402
Gaudicos, A. G., Kilag, O. K., Dayola, Y. M. ., Wagas, H., Uy, F., & Dela Cerna, Y. M. (2024). MATATAG Curriculum: Bridging Global Competencies and Filipino Values in Philippine Education. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(9), 148-154. Retrieved from https://risejournals.org/index.php/imjrise/article/view/670
Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of Teacher Education, 53(2), 106-116. https://doi.org/10.1177/0022487102053002003
Guerrero, M. C. (1981). Understanding Philippine Revolutionary Mentality. Philippine Studies, 29(2), 240–256. Retrieved from http://www.jstor.org/stable/42632589
Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R Package and Shiny App for Producing PRISMA 2020-Compliant Flow Diagrams, with Interactivity for Optimised Digital Transparency and Open Synthesis. Campbell Systematic Reviews, 18(2), e1230. https://doi.org/10.1002/cl2.1230
Harrison, B. (2005). The Development of an Indigenous Knowledge Program in a New Zealand Maori-Language Immersion School. Anthropology & Education Quarterly, 36(1), 57–72. https://doi.org/10.1525/aeq.2005.36.1.057
Harzing, A.-W. (2007). Publish or Perish. Retrieved from https://harzing.com/resources/publish-or-perish
Harzing, A.-W. K., & van der Wal, R. (2008). Google Scholar as a New Source for Citation Analysis. Ethics in Science and Environmental Politics, 8, 61–73. https://doi.org/10.3354/esep00076
Hipolito, M. F. G. (2024). A Systematic Literature Review of the Significance of the School of Living Tradition in the Preservation of Cultural Heritage of the Indigenous Peoples. International Journal of Multidisciplinary: Applied Business and Education Research, 5(2), 605–614. https://doi.org/10.11594/ijmaber.05.02.21
Hoffman, D. M. (1996). Culture and Self in Multicultural Education: Reflections on Discourse, Text, and Practice. American Educational Research Journal, 33(3), 545-569. https://doi.org/10.3102/
00028312033003545
Joshi, K. R. (2011). Learner Perceptions and Teacher Beliefs about Learner Autonomy in Language Learning. Journal of NELTA, 16(1-2), 12–29. https://doi.org/10.3126/nelta.v16i1-2.6126
Kamara, M. S. (2009). Indigenous Female Educational Leaders in Northern Territory Remote Community Schools: Issues in Negotiating School Community Partnerships (Doctoral Dissertation). Australian Catholic University, Australia. https://doi.org/10.4226/66/5a95effdc680d
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally Responsive School Leadership: A Synthesis of the Literature. Review of Educational Research, 86(4), 1272-1311. https://doi.org/10.3102/0034654316630383
Kohn, A. (2000). The Case Against Standardized Testing: Raising the Scores, Ruining the Schools. Portsmouth, NH: Heinemann.
Lagmay, A. V. (1993). Bahala Na! Philippine Journal of Psychology, 26, 31-36.
Lumby, J., & Coleman, M. (2007). Leadership and Diversity: Challenging Theory and Practice in Education. UK.: SAGE Publications. https://doi.org/10.4135/9781446213612
Magno, C., & Sembrano, J. (2007). The Role of Teacher Efficacy and Characteristics on Teaching Effectiveness, Performance, and Use of Learner-Centered Practices. The Asia Pacific-Education Researcher, 16(1), 73-90.
Manuelito, K. (2005). The Role of Education in American Indian Self-determination: Lessons from the Ramah Navajo Community School. Anthropology & Education Quarterly, 36(1), 73–87. https://doi.org/10.1525/aeq.2005.36.1.073
Mataragnon, R. H. (1987). Pakikiramdam in Filipino Social Interaction. In Social Science I Committee (Ed.), Foundations of Behavioral Sciences: A Book of Readings (pp. 470-482). Quezon City, Philippines: University of the Philippines.
Miranda, D. M. (1992). Buting Pinoy: Probe Essays on Value as Filipino. Manila: Divine Word Publications.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2010). Preferred Reporting Items for Systematic Reviews and Meta-analyses: The PRISMA Statement. International Journal of Surgery, 8(5), 336–341. https://doi.org/10.1016/j.ijsu.2010.02.007
Nataño, N. M. (2023). Perspectives on Curriculum Contextualization and Localization as Integral to Promoting Indigenous Knowledge. International Journal of Academic and Practical Research, 2(1), 67-76. https://doi.org/10.5281/zenodo.8031639
National Economic and Development Authority. (2023). Philippine Development Report 2023. Retrieved from https://pdp.neda.gov.ph/pdr-2023/
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021a). Updating Guidance for Reporting Systematic Reviews: Development of the PRISMA 2020 Statement. Journal of Clinical Epidemiology, 134, 103–112. https://doi.org/10.1016/j.jclinepi.2021.02.003
Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... McKenzie, J. E. (2021b). PRISMA 2020 Explanation and Elaboration: Updated Guidance and Exemplars for Reporting Systematic Reviews. BMJ, 372, n160. https://doi.org/10.1136/bmj.n160
Pe-Pua, R., & Protacio-Marcelino, E. A. (2000). Sikolohiyang Pilipino (Filipino Psychology): A Legacy of Virgilio G. Enriquez. Asian Journal of Social Psychology, 3(1), 49–71. https://doi.org/10.1111/1467-839x.00054
Pertierra, R., Ugarte, E., Pingol, A., Hernandez, J., & Dacanay, N. L. (2002). Txt-ing Selves: Cellphones and Philippine Modernity. Manila, Philippines: De La Salle University Press. Retrieved from http://ci.nii.ac.jp/ncid/BA76383658
Pheko, B. C., & Linchwe, K. (2008). Leadership from Two Cultural Perspectives—A Tune or Discord: Botswana’s Experience. International Journal of Lifelong Education, 27(4), 399–411. https://doi.org/10.1080/02601370802051397
Reyes, J. (2015). Loób and Kapwa: An Introduction to a Filipino Virtue Ethics. Asian Philosophy, 25(2), 148–171. https://doi.org/10.1080/09552367.2015.1043173
Rodriguez, A. M. G. (2023). Educating the Filipino Loob and Katwiran: Beyond the Impositions of a Cogito Rationality. Educational Philosophy and Theory, 55, 1-13. https://doi.org/10.1080/00131857.2023.2176748
Rungduin, D. C., & Rungduin, T. T. (2013). The Emergence of Filipino Values Among Forgiveness Studies. International Journal of Research Studies in Psychology, 2(4), 17-34. https://doi.org/10.5861/ijrsp.2013.367
Salazar, Z. A. (2015). Ang Pantayong Pananaw Bilang Diskursong Pangkabihasnan. Daluyan: Journal Ng Wikang Filipino, (1), 55-78. Retrieved from https://www.journals.upd.edu.ph/index.php/djwf/article/view/4949
Sutherland, I. E., & Brooks, J. S. (2013). School Leadership in the Philippines: Historical, Cultural, and Policy Dynamics. In Collective Efficacy: Interdisciplinary Perspectives on International Leadership (Advances in Educational Administration, Vol. 20) (pp. 199–213). UK.: Emerald Group Publishing. https://doi.org/10.1108/s1479-3660(2013)0000020011
Swann, L. (1985). Education for All: The Report of the Committee of Inquiry into the Education of Children from Ethnic Minority Groups. London: Her Majesty’s Stationery Office. Retrieved from https://education-uk.org/documents/swann/swann1985.html
Tai, R. H., Bentley, L. R., Xia, X., Sitt, J. M., Fankhauser, S. C., Chicas-Mosier, A. M., & Monteith, B. G. (2024). An Examination of the Use of Large Language Models to Aid Analysis of Textual Data. International Journal of Qualitative Methods, 23. https://doi.org/10.1177/16094069241231168
Talavera, R. C. (2011). The Role of Schools for Living Traditions (SLT) in Safeguarding the Intangible Cultural Heritage in the Philippines: The Case of Hudhud Chants of the Ifugao. National Institutes for Cultural Heritage, Japan, International Research Centre for Intangible Cultural Heritage in the Asia-Pacific Region, Under the Auspices of Unesco (IRCI). Retrieved from https://www.irci.jp/assets/files/ParticipantsReports/Philippines_Report.PDF
Tan, M. L. (2013, August 15). Bahala Na. Inquirer.net. Retrieved from http://opinion.inquirer.net/58909/bahala-na
Tan, C. Y. (2022). Influence of Cultural Values on Singapore School Leadership. Educational Management Administration & Leadership, 52(2), 280–303. https://doi.org/10.1177/17411432211073414
Thomas, J., & Harden, A. (2008). Methods for the Thematic Synthesis of Qualitative Research in Systematic Reviews. BMC Medical Research Methodology, 8(1), 45. https://doi.org/10.1186/1471-2288-8-45
Toulouse, P. R. (2008). Integrating Aboriginal Teaching and Values into the Classroom. Ontario Educators. Retrieved from https://www.onted.ca/monographs/what-works/integrating-aboriginal-teaching-and-values-into-the-classroom
United Nations Philippines. (n.d.). Our Work on the Sustainable Development Goals in Philippines. Retrieved from https://philippines.un.org/en/sdgs
Virola, R., Ilarina, V. R., Reyes, C. M., & Buenaventura, C. R. (2010). Volunteerism in the Philippines: Dead or Alive? On Measuring the Economic Contribution of Volunteer Work. In 11th National Convention on Statistics (NCS), EDSA Shangri-La Hotel, Mandaluyong City, Philippines, October 4-5, 2010 (pp. 1-32). Retrieved from https://knowledge.unv.org/evidence-library/volunteerism-in-the-philippines-dead-or-alive-on-measuring-the-economic-contribution-of-volunteer-work
Warren, E., & Quine, J. (2013). A Holistic Approach to Supporting the Learning of Young Indigenous Students: One Case Study. The Australian Journal of Indigenous Education, 42(1), 12–23. https://doi.org/10.1017/jie.2013.9
Winston, B. E., & Ryan, B. (2008). Servant Leadership as a Humane Orientation: Using the GLOBE Study Construct of Humane Orientation to Show that Servant Leadership is More Global than Western. International Journal of Leadership Studies, 3(2), 212–222. Retrieved from https://www.regent.edu/acad/global/publications/ijls/new/vol3iss2/IJLS_V3Is2_Winston_Ryan.pdf
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Section
Review Articles
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How to Cite
DAYSON, Chris John P. et al.
A Systematic Review and Meta-synthesis of Indigenous Filipino Values in Educational Leadership.
Journal of Community Development Research (Humanities and Social Sciences), [S.l.], v. 17, n. 4, p. 1-22, dec. 2024.
ISSN 2985-0231.
Available at: <https://www.journal.nu.ac.th/JCDR/article/view/Vol-17-No-4-2024-1-22>. Date accessed: 20 may 2025.
doi: https://doi.org/10.14456/jcdr-hs.2024.24.