EXPERIENCES OF NON-IP TEACHERS IN TEACHING IN IP SCHOOLS

Education

Teaching Indigenous students demands an educational approach that integrates Indigenous perspectives, and fosters inclusive, supportive learning environments. However, many non-Indigenous teachers face significant challenges when working in Indigenous Peoples (IP) schools due to limited cultural knowledge and insufficient training. The study utilized a qualitative research design using a phenomenological approach, explores the lived experiences of six non-IP teachers assigned to IP schools in Cateel II District, Davao Oriental. The research also investigates the emotional, pedagogical, and cultural challenges these teachers encounter, as well as their coping mechanisms, and insights for fostering student engagement and community trust. The study also reveals that embracing Indigenous culture, collaborating with parents and elders, and adapting teaching methods contribute to improved teacher motivation and student outcomes. This research underscores the critical need for culturally responsive training and support systems that equip non-IP educators with the skills and sensitivity necessary for effective teaching in Indigenous contexts. The findings highlight the complex, adaptive and deeply human experience of non-IP teachers in teaching IP students revealing the interplay of cultural empathy, personal dedication and professional responsibility inclusive and meaningful education.

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