Jul 2026· Psychology and Education: A Multidisciplinary Journal· Vol 59, pp. 148-158· 0 citations· 49 references
Abstract
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.
This phenomenological study explored the experiences of elementary school teachers in promoting equitable education for learners who balanced schooling with fishing as a means of livelihood. Nine (9) purposively selected teachers from the Mati South District participated in in-depth interviews, which aimed to identify...
Elvie Jane Malubay· Psychology and Education: A...· 0 citations
Multisubject teaching requires elementary teachers to navigate multiple disciplinary domains while responding to learner's developmental , linguistic, cultural and contextual needs. The complexity of this responsibility becomes particularly significnt in indigenous communities , where formal curricular expectations in...
Jeodelia Pucdihon· International Journal of Edu...· 0 citations
Teaching Indigenous learners requires educators to respond to diverse cultural, linguistic, and contextual realities while fostering equitable and inclusive learning environments. This study explored teachers' narratives of overcoming challenges and finding professional fulfillment while working with Indigenous learner...
Shiela Mae Gallaza, Jocelyn S. Jimenez· Psychology and Education: A...· 0 citations
This study investigates the lived experiences of elementary teachers engaged in inclusive classrooms, focusing on their work with learners with special needs. Employing a qualitative phenomenological approach, data were gathered through in-depth interviews with teachers from selected schools in the Philippines, aiming...
Novelyn B. Humilde· International journal of res...· 0 citations
The findings revealed that teachers experienced blended learning as a process of transition, adaptation, and continuous professional growth, highlighting teachers' adjustment to digital teaching, resilience, instructional flexibility, technological and instructional challenges, pedagogical transformation, professional...
Juancho S. Opao, Mary Hope Q. Ayson· International journal of res...· 0 citations
Three major themes emerged regarding teachers’ experiences: emphasizing learners’ autonomy and the application of skills, adopting a contextualized, practical approach to learning delivery, and integrating industry-based technologies.
Rodel M. Ladeza· International Journal of Inn...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
