HEART OF THE HILLS: A PHENOMENOLOGICAL INQUIRY ON THE LIVES OF INDIGENOUS PEOPLE (IP) TEACHERS.

EDUCATION

This research explored and investigates the experience, challenges, coping mechanism, and insights among six IP teachers in indigenous people schools in Lapaz District, Division of Agusan del Sur. This study was employed phenomenological research design. The finding revealed that experiences in teaching IP school like language barrier, struggles and fulfillment, very meaningful and fulfilling, difficulties in curriculum integration, fulfilling and challenging and students learn easily. Ways of Experiences help oneself stay teaching in an IP school were dealing learners properly, strengthen one’s dedication and compassion, develop patience, become sensitive and deeper compassion, make oneself realize the importance IP education, strengthen oneself commitment and contextualized lessons made teaching easier.In addition, motivations to teach an indigenous people School.were seeing students’ eagerness to learn, help IP children achieved dreams, motivated by the smile and eagerness of learners, serving own community and children.Special challenges encountered in teaching in IP school were as no classroom, pupils arrive at school no bathed or without breakfast, one of the farthest IP schools, lack of learning materials and classroom resources, adjusting to multi-grade teaching and pupils dropping out. Moreover, transportation or Infrastructure challenges teachers faced in reaching IP schools were difficult, far and expensive, lack of classroom, flood, muddy and slippery road, risk and danger of crossing the river, often walk long distance on muddy or rocky paths and crossing mountains and expensive fare. In conclusion, their personal experiences show that teaching is a sacred duty that connects traditional knowledge with modern education, fosters identity, and empowers future generations. Even in the face of systemic obstacles, they act as cultural guardians, innovative educators, and sources of empowerment in their communities.

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