INDIGENOUS PEOPLES EDUCATION (IPED) IN TEACHING PUBLIC SECONDARY SCHOOL
DOI:
https://doi.org/10.55197/qjssh.v6i3.678Keywords:
indigenous knowledge, Systems and Practices (IKSPs), Indigenous Peoples Education (IPED), IfugaoAbstract
The study determined the implementation of Indigenous Peoples Education (IPEd) program of public secondary school teachers of Alfonso Lista, school year 2024-2025.This study relied heavily on the descriptive-correlational quantitative method of research. Using an adapted questionnaire, the researcher assessed the IPED program in the following parameters: pedagogy and methodology, indigenous knowledge systems and practices, curriculum and content, language of instruction, teacher training, materials, and assessment and evaluation. The study was limited in the 6 public secondary schools of Alfonso Lista. The respondents of this study were the one hundred fifty-six (156) public secondary teachers. Majority of the respondents has teaching experience of 10 years and below, and attended 0 to 5 IPEd trainings/seminars and workshop. Results revealed that the level of implementation of Indigenous Peoples Education (IPEd) in Alfonso Lista is satisfactory. Moreover, there is a significant relationship between the variables in the implementation of IPED program when grouped according to the profile of respondents. The findings further suggest that increased teaching experience and participation in IPEd-related trainings significantly enhance teachers’ effectiveness in program implementation. It is therefore recommended that more opportunities for IPEd-specific professional development be provided to support teachers in deepening their understanding and delivery of culturally responsive instruction.
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