Instructional Development Barriers Among Indigenous Peoples Education Teachers in Santol District

Author

REYNA LYNNE B. ORDOÑEZ


Abstract

 This study examined the instructional barriers experienced by Indigenous Peoples Education (IPEd) teachers in Santol District, La Union. It aimed to describe the respondents’ profile, determine the level of instructional barriers, assess instructional effectiveness, and test differences in instructional barriers when grouped according to selected variables. A descriptive-comparative research design was employed involving sixty (60) IPEd teachers. Data were gathered using a validated questionnaire and analyzed using frequency counts, percentages, weighted mean, t-test, and ANOVA at a 0.05 level of significance. Findings revealed that respondents were mostly female, belonged to varied age groups, and many had earned or were pursuing graduate studies. Instructional barriers were rated at a moderate level (overall mean = 3.10), mainly due to multi-grade classroom management, limited instructional resources, and lack of culturally relevant and Indigenous Knowledge Systems and Practices (IKSP)-based materials. Despite these challenges, instructional effectiveness was rated very effective (overall mean = 4.31), particularly in learner engagement and culturally responsive teaching practices. Significant differences in instructional barriers were found in IP status, length of service, training attended, and ethnic affiliation. The findings highlight the need for targeted, context-sensitive instructional support to strengthen culturally responsive teaching and improve learning outcomes.



Keywords

Indigenous Peoples Education, instructional barriers, culturally responsive teaching, Indigenous Knowledge Systems and Practices, Santol District, teacher effectiveness



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References


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