Cultural Competence And Teaching Performance of English-Based Subject Teachers of Agta Learners: Basis for a Proposed Instructional Management Plan

This study examined the relationship between the cultural competence and teaching performance of elementary school teachers handling English-based subjects (English, Math, and Science) among Agta learners in Peñablanca, Cagayan. Using a mixed-methods approach, quantitative data were collected from 52 teachers through a validated cultural competence self-assessment tool, while qualitative data were gathered from 18 teachers via focus group discussions. Results revealed that teachers demonstrated a high level of overall cultural competence, particularly in skills and attitudes, though language awareness was only moderate. Teaching performance was rated very satisfactory, but no significant correlation was found between cultural competence and teaching performance. Civil status and ethnicity significantly influenced cultural competence, with married and Itawit teachers showing higher levels. Qualitative findings identified key challenges in teaching Agta learners, including poor academic motivation, lack of family support, language barriers, and limited resources. Teachers addressed these challenges through strategies like culturally responsive teaching, community-based learning, home visits, use of local materials, and collaboration with community stakeholders. The study culminated in the development of a proposed instructional management plan aimed at enhancing the cultural competence of teachers and supporting inclusive education for Indigenous learners like the Agta.