LIVED EXPERIENCES OF TEACHERS AND SCHOOL HEADS ON TEACHING INDIGENOUS EARLY CHILDHOOD EDUCATION: A PHENOMENOLOGICAL STUDY

Teachers and school heads play a crucial role in improving the quality of early childhood education programs for indigenous learners. With all the efforts made by the Department of Education in promoting a culturally-rooted and responsive education for indigenous people, little is known about the beliefs of teachers and school heads on teaching indigenous children. This qualitative, phenomenological research explores the beliefs of teachers and school heads on the various aspects of indigenous early childhood education. Teachers and school heads were teaching Kindergarten to Grade III classes assigned in four schools serving Batak indigenous learners in Palawan, Philippines. Data were obtained using observations, lesson plan analysis, and interviews with teachers and school heads. Overall, teachers and school heads professed to believe that Batak learners have particular intelligences and learning styles unique to their cultural orientations as hunters and gatherers. They are also described as shy and lacking intention to pursue higher education. The use of rewards and punishment was perceived highly important in classroom management. Participants believe that promoting spiritual values is their primary role in the education of indigenous learners. This study provides guidelines for capacitating teachers and school heads in promoting culturally appropriate education for young indigenous learners.