Unveiling Teachers’ Experiences in Teaching Grade 7 Indigenous Peoples (IP) Learners in Mathematics Within the MATATAG Curriculum
This study aimed to provide an in-depth understanding of the lived experiences of teachers handling Grade 7 Indigenous Peoples (IP) learners in Mathematics under the MATATAG curriculum at Tampakan District, South Cotabato, during the 2024–2025 school year. Employing a qualitative phenomenological approach, the study gathered rich data from ten teachers to explore the challenges, coping mechanisms, and insights that shaped their teaching experiences. The respondents encountered various cultural, linguistic, and resource-related challenges, including limited cultural representation in lessons, language barriers, and curriculum and time constraints. To address these difficulties, they relied on collaboration with peers and the community, adaptability in instructional approaches, and support from educational programs. From these experiences emerged meaningful insights emphasizing the integration of IP culture in the curriculum, the importance of collaborative and contextualized learning, and the value of community engagement and mentorship. These findings contribute to educational management by informing culturally responsive teaching strategies within the MATATAG curriculum.