Competence of Non-Indigenous People Teachers in Teaching the Indigenous People Learners

This study was conducted to find the relationship between the Competence of Non-IP Teacher in Teaching the IP Learners and Learner’s Performance in San Fernando I and II District, SY 2024-2025. In particular, this study described the profile of respondents in terms of age, sex, position, ethnic tribe, highest educational attainment, and trainings in IP education, determined the competency level of non-IP teacher in terms of Cultural Competence, Pedagogical Skills, Language Proficiency, Collaborative Practices, Attitudes and Beliefs, and Professional Development; identified the learner’s performance in San Fernando I and II District, SY 2024-2025; and pointed out the significant relationship between the competency level of in terms of Cultural Competence, Pedagogical Skills, Language Proficiency, Collaborative Practices, Attitudes and Beliefs, and Professional Development and the learner’s performance. This study revealed that non-IP teachers in San Fernando I and II District, Division of Bukidnon, SY 2024-2025 were composed of younger professionals, female respondents, having a strong foundational level of education. Their competency level was in Very High Level in terms of Cultural Competence, Pedagogical Skills, Language Proficiency, Collaborative Practices, Attitudes and Beliefs, and Professional Development. Majority of the learners achieved a satisfactory level of performance. There was no significant relationship between the competency level of the non-IP teachers and the learner’s performance. This study recommends that teachers may utilize their young age, robust performance to develop a dynamic, inclusive, and innovative classroom environment. Non-IP teachers may leverage their skills to cultivate a dynamic and inclusive learning environment through Prioritizing ongoing professional development, promoting collaborative practices, cultivating positive attitudes, and broadening cultural competency. Learners may strive to elevate their performance from satisfactory to very satisfactory to exceptional through seeking assistance when required and engaging actively in their educational pursuits to enhance their academic achievement. Teachers may investigate alternate pedagogical methodologies, tailored approaches, and individualized support systems to improve student outcomes.