Correlates of intercultural competence and leadership skills of school leaders

This study determined the correlates of intercultural competence and leadership skills among 304 elementary school teachers in the Labo West District, Camarines Norte. Anchored on Deardorff’s, Burns’, and Vygotsky’s theories, the research employed a quantitative descriptive-correlational design using total enumeration. Findings revealed that educational leaders generally possess high intercultural competence in knowledge (3.35) and skills (3.50) but scored lower in attitudes (3.23). Similarly, leadership skills were moderately strong across knowledge (3.26), skills (3.17), and attitudes (3.28), with notable gaps in policy familiarity and collaboration. A significant relationship was established between the variables, with the strongest correlation found between leadership skills in the domain of skills and intercultural competence in knowledge (r=.797, p