DUNIG PUSONG DI PEGTENDU: THE LIVED EXPERIENCES OF SECONDARY ENGLISH TEACHERS IN AN INDIGENOUS PEOPLES SCHOOL

Authors: Sheena B. Tubigon, Jade Yuri P. Yasay, Irah Mae C. Villaceran, Kent Ian S. Sulo, Trisha Elyza A. Ramas, Mary Grace O. Daga-Ang & John Mark N. Saldivar

ABSTRACT

The purpose of the study is to describe and analyze the lived experiences of English language teachers in teaching IP students. The researchers hope to gain a deeper knowledge of the struggles and challenges experienced by Secondary English Language Teachers. The phenomenological research method of Moustakas (1994) was employed in this study to document and describe the participants’ experiences. The findings of the study revealed six themes that represented the journeys of the participants: (1) Teaching in an IP school requires commitment and understanding to help IP students cope with their real problems; (2) Happiness and Fulfillment of teachers in an IP school come from students’ attitude and in their little progress; (3) Teachers’ motivation to teach the English language in an IP School is to make a difference in the lives of their IP students; (4) IP teachers remain resilient despite the experienced setbacks; (5) IP teachers overcome challenges by being resourceful, embracing drawbacks, and finding reasons to love one’s work; (6) To be the best in one’s field is to never stop learning. The journey of the Secondary English IP teachers teaching in an IP school was not a walk in the park, but they ended up inspired, fulfilled, and transformed. The heavy duties and responsibilities challenge English IP teachers to go beyond their limits. Hence, it is suggested that they continue to plan and utilize varied teaching strategies for effective teaching and strive to develop better professional growth through workshops and programs.

Keywords: Indigenous Peoples School, lived experiences, self-fulfillment, Moustakas phenomenology study, Philippine English Teachers

REFERENCES

  • Creswell, J.W. (2007). Research design: Qualitative, quantitative, and mixed method
  • DepEd Order No. 22, S. 2016 | GOVPH. (2016, April 19). Implementing Guidelines on the Allocation and Utilization of the Indigenous Peoples Education (IPEd) Program Support Fund for Fiscal Year (FY). https://www.deped.gov.ph/2016/04/19/do-22-s-2016
  • Episcopal Commission on Indigenous Peoples, (2008). Indigenous Peoples Education: From Alienation To Rootedness.https://www.hurights.or.jp/archives/pdf/asia-s ed/v11/13Indigenous%20Peoples%20Education%20-%20Philippines.pdf
  • Lamb, M. (2011). A ‗Matthew Effect in English language education in a developing country context. In H. Coleman (Ed.), Dreams and realities: Developing countries and English language (pp. 191- 211). London: The British Council.
  • Leaño, A.J., Rabi, N. M., & Piragasa, G. A. G. (2019). Speaking difficulties of Philippine indigenous learners in English Phonology. International Journal of Academic Research in Business and Social Sciences, 9(1), 11 10.6007/ijarbss/v9-i1/5786.
  • Mateo, J. (2016). DepEd to Open 251 Schools for Indigenous Communities | Philstar Global. https://www.philstar.com/nation/2016/02/06/1550399/deped-open-251- schools-indigenous-communities?
  • Microsoft Philippines Communications Team, (2018). Empowering the indigenous learners in the Philippines through education. Microsoft News Center Philippines. https://news.microsoft.com/en-ph/2018/06/01/empowering-the-indigenous-learners-in-the-philippines-through-education/
  • Moustakas, C. E. (1994). Phenomenological research methods. Sage.
  • Ocampo, M. & Delgado, P. (2014). Basic education and cultural Heritage: Prospects and challenges. International Journal of Humanities and Social Science, 4(9), 201-209.
  •  Pachino, E. (2020). Common Problems for English Learners in the Philippines.International TEFL and TESOL Training. https://www.teflcourse.net/blog/common-problems-for-english-learners-in-the-philippines-ittt-tefl-blog/
  • Reyteran, R. (2022, January 2). Teaching in IP Schools: An Analysis of Teachers’ Experiences as Input to Pre-Service Teacher Education. Academia https://www.academia.edu/66900176/Teaching_in_IP_Schools_An_Analysis_of_Teachers_Experiences_as_Input _to_Pre_Service_Teacher_Education
  • Rossman, G. & Rallis, S. (2003). Learning in the field and introduction to qualitative research. Sage.Walnut Creek, CA: Left Coast Press. Turkish Online Journal of Qualitative Inquiry, 6 (I). http://dergipark.gov.tr/download/article-file/199867