STAKEHOLDERS’ SUPPORT ON THE IMPLEMENTATION OF INDIGENOUS PEOPLES EDUCATION (IPED) PROGRAM

Educational Management

The study describes the school profile of IPEd-implementing schools, the extent of stakeholders’ support and the level of IPEd implementation. It also examined the significant relationship and influence of school characteristics and stakeholders’ support on the level of IPED implementation. The study was conducted in Kidapawan City Division for School Year 2020-2021. This study made use of quantitative research design, particularly descriptive-correlational. Purposive sampling technique was used to select the 75 respondents who responded to a self-made instrument. Stakeholders who took part in the study were the PTA representatives, barangay LGU representatives and private stakeholders. The findings showed that majority of the IPEd implementing schools had 101-150 IP learners, with 7-8 teachers, headed by Manobo-Aromanon and with SBM Level 2 practice. The extent of stakeholders’ support was high in terms of capacity-building of teachers for IPEd, indigenized teaching strategies, learning materials development and personal growth and professional development. The level of IPEd Program implementation was high in terms of curriculum implementation, teaching and learning process, instructional design and monitoring and evaluation. School profileand the IPEd program implementation had significant relationship. Number of IP teachers was correlated with teaching and learning process and monitoring and evaluation; school heads’ ethnicity was correlated with curriculum implementation and monitoring and evaluation; while SBM level showed correlation with instructional design. School profile had significant influence on the implementation of IPEd program. School heads’ ethnicity significantly influenced curriculum implementation, teaching and learning process, and monitoring and evaluation, while number of IP learners had significant influence on instructional design. Stakeholders’ supporthad significant association to IPEd program implementation. Learning material development was correlated with instructional design, while personal growth and professional development of teachers was related with monitoring and evaluation. Stakeholders’ support had significant influence on the implementation of IPEd program. Personal growth and professional development of teachers significantly influenced monitoring and evaluation. In conclusion, Indigenous Peoples Education (IPEd) can be better implemented if IP teachers and school heads are assigned in IP schools. Higher level of SBM practice, development of IP learning materials and provision of trainings to IP teachers can bring the IPEd implementation to greater heights.

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