This study determined the intercultural leadership competence of teachers through collaborative learning strategies in the Labo East District. Utilizing a quantitative descriptive-correlational design, data were collected from 311 public elementary teachers using a validated questionnaire and analyzed via weighted mean, Spearman’s rho, and frequency ranking. Results revealed that educators possess strong intercultural leadership, rating Much Competent in learner diversity (4.13), Very Much Competent in community linkages (4.21), and personal growth (4.25). Furthermore, teachers consistently engaged in collaborative learning across all dimensions (means 4.21 to 4.54). Statistical analysis confirmed uniformly positive and significant relationships (p=.000) between collaborative engagement and leadership competence, peaking notably between sharing knowledge and personal growth (ρ=.555). Despite this dedication, professional advancement is obstructed by systemic constraints rather than motivational deficits, specifically inconsistent learner participation, limited parental involvement, and difficulties in conducting action research. Rejecting the null hypothesis, the study concludes that while teamwork serves as a vital survival mechanism against instructional demands, navigating complex student diversity necessitates specialized external training. To strategically address these empirical gaps, the study proposes Project C.A.R.E. for pilot-testing at Malasugui Elementary School. Funded through the MOOE, this intervention utilizes Co-Op Research Pods, Home-School Bridge Interventions, and a Localized Contextualization Bank to sustainably elevate teacher competence. Finally, the study strongly recommends that educational leaders meticulously optimize Learning Action Cell sessions, establish supportive community assistance programs with local government units, and systematically mandate formal inclusive education training to structurally alleviate heavy administrative burdens effectively without causing excessive career burnout for educators across districts.