TEACHING BEYOND BORDERS: LIVED EXPERIENCES OF NON-IP TEACHERS IN INDIGENOUS LEARNING ENVIRONMENTS

Education

This study aimed to explore and understand the lived experiences, challenges, coping mechanisms, and insights of public-school teachers assigned to Indigenous learning environments in Davao de Oro. Using a phenomenological design, the research focused on how teachers adapted instruction to students’ cultural contexts, fostered inclusive classroom environments, and navigated language and logistical challenges. In-depth interviews with selected participants revealed that their daily teaching experiences were characterized by both meaningful engagement and complex difficulties. Teachers faced challenges such as language barriers, adjusting to local customs and beliefs, limited teaching resources, and navigating geographically remote communities. Despite these obstacles, they demonstrated strong commitment to learners by contextualizing lessons, collaborating with community members, and promoting cultural respect and student engagement. The findings further indicated that teachers developed flexibility, empathy, and professional growth through reflection, mentorship, and sustained interaction with Indigenous communities. They relied on support from school leaders, colleagues, parents, and local elders to enhance instructional effectiveness and community integration. Over time, these experiences shaped their culturally responsive teaching practices, strengthened professional identity, and deepened their connection to the learners and communities they serve. Participants emphasized the importance of continuous capacity-building, resource provision, and collaboration between DepEd officials, school leaders, and local stakeholders. The study calls for action to institutionalize culturally responsive training programs, improve support for teachers in remote Indigenous schools, and foster stronger school-community partnerships. These measures are essential to ensure inclusive, culturally respectful, and effective education for Indigenous learners while supporting teachers’ professional development.

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