NAVIGATING THE TEACHING JOURNEY IN AN INDIGENOUS PEOPLE SCHOOL: INSIGHTS FROM KINDERGARTEN TEACHERS

EDUCATION

This research explored and investigated the experience, challenges, coping mechanisms, strategies and insights among six kindergarten teachers in indigenous people schools in Lapaz District, Division of Agusan del Sur. Using phenomenological design, the findings revealed that experiences of kindergarten teachers while teaching in an IP school were cultural immersion and overcoming language barrier, limited learning resources and the need for cultural adaptation instruction, overcoming geographical and transportation challenges, integrating learning with indigenous knowledge and tradition, finding connections amid personal sacrifices, addressing learners; nutritional needs, ease of teaching, collaboration with parents and tribal elders and irregular attendance of learners. Kindergarten teachers navigated cultural expectations from the community which found that school administrators were promoting cultural preservation and respect, building trust and good relationship, and collaboration, localization and contextualization of lessons, dedication and commitment amid workload pressures, building mutual understanding, and seeking and receiving support from school leaders. Based on the responses, the strategies employed in teaching were integrating culture in play, storytelling, games, and creative classroom activities, utilizing locally available materials, using learners mother tongue, and experienced learning approach. Moreover, the teachers faced difficulties in implementing the kindergarten Curriculum in an IP Context and these were not culturally responsive curriculum content and materials, language barriers, lack of capacity building and parents’ livelihood as a hindrance to child’s support. The teaching journey of kindergarten teachers in Indigenous Peoples schools revealed that the work of kindergarten teachers in IP schools is not easy. They face real hurdles but also gather some powerful lessons along the way.

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