SCHOLARSHIP PROGRAM AND CLASSROOM INSTRUCTIONAL PRACTICES: LIVED EXPERIENCES OF INDIGENOUS PEOPLE’S TEACHERS OF KIDAPAWAN CITY DIVISION

Educational Management

This study explored the impact of obtaining scholarship grant to classroom instructional practices of Indigenous People (IP) teachers in the Schools Division of Kidapawan City for School Year 2023-2024 using mixed method. In quantitative design, descriptive-correlation technique was utilized to analyze the level of scholarship benefits and classroom instructional practices of teachers, and the relationship and influence of the identified variables. Qualitative design, particularly phenomenological- explanatory approach was used to gather data through the focused group discussion which centered on the experiences, challenges, and benefits derived from attending the scholarship program. Researcher-made questionnaire was validated by experts and responded by 55 teacher-scholars. Outcome of the study revealed that teachers strongly agreed that the scholarship program benefited them in the aspects of education, career, personal and institutional. Teachers also highly exercised instructional practices in their classrooms such as fairness and respect, interaction with learners, reflective practice and classroom management. Scholarship benefits had significant relationship and influence on classroom instructional practices. This implies that as teachers’ scholarship benefits are amplified and put to good use in the classroom, the IP teachers are open to new ways of learning delivery considering the nature of their learners and the demand of the time. Based on the foregoing findings and conclusions, it is recommended that the Department of Education to allocate budget for scholarship for masters and doctoral degree programs for its teachers; the Division Office to look for partners in education who will sponsor scholarship program to poor but deserving teachers, especially those serving learners in underserved and disadvantaged communities; teacher-scholars to finish their graduate schooling as per timeline and serve their schools well; teacher-scholars to continue serving as models of exemplary behavior and commitment to their profession; future researchers to consider conducting a parallel study using other variables; and the modified framework of the study as well as the proposed intervention plan be considered, replicated or adopted in other schools.

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