ASSESSING TEACHERS’ COMPETENCIES IN INDIGENOUS EDUCATION IN BATAAN, PHILIPPINES: INPUT FOR EDUCATIONAL DEVELOPMENT PLAN

Abstract

This study examined the competence level of IPEd teachers instructing in the public elementary schools of the Schools Division of Bataan during the school year 2023-2024. The purpose of the study was to assessed the competence of teachers and determine the challenges they face while offering culturally responsive education in IPEd schools. The descriptive quantitative approach and total enumeration sampling were used in this study, with 11 school administrators and 86 teachers of IPEd participating. A survey tool, designed by the researcher, was administered to measure teacher competence in five areas: inclusive curriculum, cultural competence, responsive pedagogy, professional growth, and community engagement. The findings revealed that overall, teachers possessed a high level of competence, especially in the implementation of Indigenous knowledge and the creation of inclusive learning environments. However, a low level of competence was observed in the implementation of Indigenous languages and cross-cultural communication, which is reflective of critical areas of need improvement. The most prominent issues recorded were low instructional leadership, lack of contextualized teaching materials, and low levels of parental involvement. Whereas attendance at training sessions had a low relationship with professional development, demographic variables were not statistically linked with teacher competence. Based on these findings, the study offered “Project KATUTUBO,” a strategic framework to enhance the capacity of teachers through specific training programs, enhanced resource support, and responsive policy response that addresses the particular needs of Indigenous students.