The Status and Challenges of Indigenous Peoples’ Education Implementation Alfonso Castaneda District, SDO Nueva Vizcaya
Keywords:
Culturally Responsive Education, Indigenous Knowledge Systems and Practices (IKSPs), Teacher Preparedness, Community Involvement, Indigenous Peoples' Education (IPEd)Abstract
This study examined the status and challenges of Indigenous Peoples’ Education (IPEd) implementation in all IPEd-implementing schools in the Alfonso Castañeda District, Schools Division of Nueva Vizcaya. Specifically, it assessed the level of implementation in terms of curriculum and instruction, learning resources, teacher preparedness, and community involvement. It also identified the challenges encountered by teachers and determined the relationship between selected variables and the level of implementation. A descriptive-correlational research design was employed, involving thirty (30) teacher-respondents. Data were collected using a researcher-made questionnaire that included demographic variables and a five-point Likert scale to measure the extent of implementation and the challenges encountered. Data were analyzed using frequency counts, percentages, weighted means, Pearson’s r, t-test, Analysis of Variance (ANOVA), and thematic analysis. The findings are expected to provide valuable insights for enhancing culturally responsive education and strengthening the implementation of Indigenous Peoples’ Education programs in the district.
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