ABSTRACT

LANZO, CRISANTA L. Southern Philippines Agri-Business

and Marine and Aquatic School of Technology (SPAMAST-Digos
Campus), Matti, Digos City. March 2016. EDUCATIONAL
IMPLICATIONST OF NON-IP TEACHERS TEACHING IP
LEARNERS. Masters Thesis.
Adviser: Siverlyn M. Camposano, Ph. D.
This qualitative-phenomenological study centers six Nonindigenous teachers who teach indigenous learners in a culturally
diverse classroom of Sta. Cruz, Davao del Sur. This study
emphasizes their day to day

experiences in teaching IP learners

and their coping mechanisms within a cultural classroom which

give inference to their performance. Through the in-depth
interviews using the interview guide questions, the study
explored Non-IP teachers experiences.
On the basis of the conducted in-depth interview and the
results of the gathered data, the themes emerged on the
challenges encountered by Non-IP teachers teaching IP learners
were language barrier, learners lack of hygiene, and cultural
differences; literacy bridging and culture sensitivity were the
themes surfaced in coping the challenges encountered and
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managing IP class; drawing out of IPs potentials and matching

teaching-learning styles also came into view in the educational
implications of Non-IP teachers teaching IP learners.
With the prevailing findings, the researcher opted to point
out remarks; first, varied challenges experienced by non-IP
teachers in teaching IP learners may be gladly dealt with and be
given attention so that both teachers and learners could easily
cope and adjust with their individual differences; second,
implications on different factors that hinder IP learners to fully
understand concepts and the expected outcome of learners to
reach the level of academic performance which these two are
very vital in meeting their learning styles; and last, problems
were seen on the topics they purposely seen in the discussion
and addressed challenges related to self-efficacy and academic
self-concept

among

Indigenous

students

through

focused

teaching approaches. These approaches include engagement

and motivation strategies, personalized learning plans and
homework programs, providing pathways, supporting students
through transition periods, catering for special needs, and by
establishing appropriate case management arrangement. With
the implications presented, the researcher can say that school
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culture is an important school-level factor that can influence

attendance, engagement, achievement and school completion
among Indigenous students.
Based upon the insights the researcher gained from the
informants of this study and the review of related literature, the
above- mentioned issues of the educational implications of NonIP teachers teaching IP learners should be fully bridged to give
quality access to education.
The Department of Education can provide and conduct
preservice and inservice trainings to prepare non-IP teachers
before sending them to IP communities. IP curriculums should be
given

considerations

too.

Using

and

providing

contextual

material in IP schools could encourage reading and further

learning to IP learners.
School administrators should emphasize the need for
everyone to change their negative perceptions of Indigenous
identity such as stereotyping.
Pedagogical congruence to Non-IP teachers assigned in an
IP community should be facilitated to really know and understand
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the learners and their culture and maintain a child friendly

environment. Integration of IP culture, beliefs and language
should also be considered.
On the other hand, parents should help encourage their
children to study hard and practice reading at home.
Generally, the researcher further recommends future
research relative to the study to help find out other problems
and implications that
could help enhance the teaching-learning process in an IP
classroom.