Teaching at the Crossroads: Insights into the Experiences of Rural Teachers with Indigenous People Learners

This qualitative study explored the lived experiences of teachers in the delivery of basic education to Indigenous Peoples (IP) learners in Jose Abad Santos District II, Davao Occidental using a phenomenological approach. Ten public school teachers were purposively selected to participate in in-depth interviews (IDI) and focus group discussions (FGD). The study aimed to investigate their experiences, coping mechanisms, and educational management insights. Findings revealed four major themes: Cultural Responsiveness in Teaching, Teaching Amid Resource Scarcity, Community Engagement and Trust Building, and Learners’ Barriers and Strengths. Teachers integrated Indigenous culture and language in lessons, adjusted to multigrade settings, and established strong links with tribal leaders and parents. Their coping strategies included Personal Resilience and Mindset, Instructional Adaptation and Flexibility, and the Utilization of Improvised and Local Materials. Educational management insights emphasized Inclusive Educational Planning, Resourcefulness and Innovation, and Learner-Centered Teaching Management. These findings showed that effective education for IP learners depends on cultural integration, creativity, and community collaboration. The study has significant implications for improving inclusive practices, strengthening teacher support, and enhancing culturally relevant instruction. Future directions include enhancing teacher training, fostering school-community partnerships, and promoting participatory research involving IP stakeholders.