The Lived Experiences of Neophyte Non-Indigenous Elementary Teachers Teaching in IP Schools

The main objective of this qualitative study was to gain a comprehensive understanding of the experiences of neophyte non-indigenous elementary teachers who graduated from elementary education-generalist program. Using purposive sampling and inclusion criteria, the participating fourteen neophyte non-indigenous teachers from Davao del Norte teaching in IP schools. All of them participated in the in-depth interview. Results revealed the experiences of the participants: Facing Difficulties Due to language barriers in the teaching environment, struggling to Educate Indigenous students amidst language barriers and diverse academic abilities, Prioritizing cultural understanding and respect for diverse learning styles, and contextualizing student’s culture and surroundings. They deemed the following coping strategies essential: Embracing flexibility to understand and communicate effectively within their language culture, seeking support from stakeholders for guidance and insights, conducting Home visits to understand IP student’s behavior and circumstance’s, and managing student’s behaviors within guidance from colleagues. Upon reflecting on their entire experience, they arrived at the following insights: Effective instruction results in positive students’ performance, Emphasize Technologies Vital Role in Education For improved Learning and Digital Literacy, Offer teachers Trainings on Culturally responsive teaching for Indigenous students, Teaching Indigenous students Requires Cultural Understanding and adaptability, The results of this study were deemed significant by the participants, teachers, students and researchers.