PEEKING Through the Lived Experiences of Teachers on the Implementation of Indigenous Peoples Education Program: A PHENOMENOLOGY

Abstract

This research study employed a qualitative approach and specifically used phenomenological design to acquire an in-depth understanding of the lived experiences of the elementary public school teachers from the schools serving IP learners. Participants were teachers from the schools in the Division of Mati City who were chosen based on the inclusion criteria set to become participants for the in-depth interview and focus group discussion. I employed thematic analysis on the transcribed responses, categorized and coded to arrive at essential themes. Three major themes drawn from the lived experiences on the implementation of the IPEd Program: lived experiences, coping mechanisms, and insights shared with the academe and community.  As regard to the lived experiences on the implementation of the IPEd Program, three themes emerged: strenuous and complex pedagogical teaching workload, delivering culture-sensitive lessons, and exemplifying the commendable role of a model IP teacher. As to the coping mechanisms for the challenges encountered on the IPEd Program, three themes arose: being a passionate teacher, fostering teacher capability, and intensifying support system. As to the insights shared with the academe and the community, three themes arose: holistic development program for IPEd teachers, sustainable support from school authorities, and preservation of cultural diversity.