Abstract
This mixed-methods study, employing a convergent parallel approach, investigated the cultural intelligence (CQ) of private school teachers in Kapalong, Davao del Norte, Philippines, it also focuses on their experiences in teaching diverse cultural students. The participants were private school teachers from all private schools in Maniki, Kapalong, Davao del Norte. For the quantitative study, 92 teachers were chosen using complete enumeration sampling, while 10 teachers were purposefully selected for in-depth interviews. The study revealed the high level of cultural intelligence among teachers in strategy, knowledge, motivation, and behavior. The result shows that teacher creates inclusive classrooms, overcome language barriers, manage conflicts arising from cultural differences, and address potential biases. They actively use cultural intelligence to adapt their teaching methods, build relationships with students, and foster an inclusive learning environment. Moreover, key challenges identified including language barriers, communication styles, and navigating cultural sensitivities. In connection, they also emphasized the importance of professional development to enhance their cultural intelligence through seminars and training. Finally, it shows that teachers demonstrate a high level of cultural intelligence and teachers are well-prepared to work with students from different backgrounds.
