Culture-Embedded Responsible Leadership: The CERIL-C Framework for Resilience and Innovation in Collectivist Contexts

Authors

DOI:

https://doi.org/10.64612/ijiv.v2i3.105

Keywords:

responsible leadership, culture, innovation, indigenous values, employee engagement, CERIL-C

Abstract

Organizations increasingly operate in crisis-prone, high-disruption environments, requiring leadership that sustains engagement, fosters innovation, and builds resilience. Despite extensive research on responsible, ethical, transformational, and innovative leadership, findings remain fragmented, particularly in collectivist contexts. This study synthesizes 41 empirical studies and identifies a consistent positive relationship between responsible and innovative leadership behaviors and organizational outcomes, while also highlighting important contextual variation. In collectivist settings, relational and culturally embedded mechanisms—often underemphasized in Western frameworks—play a critical role in shaping leadership processes and outcomes. To address this gap, the study introduces the Culture-Embedded Responsible and Innovative Leadership in Crisis (CERIL-C) framework, which integrates diverse leadership dimensions into a unified, culturally grounded model. The framework proposes a sequential mediation pathway in which leadership influences organizational outcomes through innovative leadership and employee engagement. It further conceptualizes Filipino values—kapwa, bayanihan, and malasakit—as cultural microfoundations that shape leadership cognition, relational dynamics, and behavioral enactment, thereby enhancing psychological safety, collective efficacy, and resilience. Overall, CERIL-C advances leadership theory by offering an integrative and empirically testable framework for crisis-prone collectivist environments.

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Published

2026-03-30

How to Cite

Briones, F. J. (2026). Culture-Embedded Responsible Leadership: The CERIL-C Framework for Resilience and Innovation in Collectivist Contexts. International Journal of Interdisciplinary Viewpoints , 2(3), 64–74. https://doi.org/10.64612/ijiv.v2i3.105

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