Social Studies Teachers’ Extent and Challenges in Implementing Indigenous Peoples Education Program: Basis for an Action Plan

This descriptive research study evaluates the implementation of the Indigenous Peoples Education (IPEd) Program among Senior High School Social Studies teachers in the Schools Division of Ilocos Sur. It aims to describe the extent of program implementation and identify the challenges encountered by teachers. Data gathered through surveys and interviews were analyzed using Creswell’s thematic analysis. The study involved all 59 Senior High School Social Studies teachers implementing the IPEd program across 13 schools in the Schools Division of Ilocos Sur for School Year 2024–2025, employing total enumeration as the sampling technique. Two data-gathering instruments were utilized, namely a survey questionnaire and a teacher interview guide. The survey was administered to all 59 respondents via Google Forms, while interviews were conducted through Google Meet with 13 selected teacher-participants, ensuring one representative from each IPEd-implementing school. These interview participants were chosen to provide deeper insights into the challenges encountered in program implementation. The findings revealed that the IPEd program is highly implemented based on the key findings from the six areas, specifically on learning competencies and standards, learning resources, learning space and environment, teaching strategies and methodologies, assessment tools and procedures, and community engagement and partnership. While teachers demonstrate a strong commitment to culturally responsive education, they continue to face significant challenges such as a lack of appropriate learning resources, insufficient training and professional development, and limited community engagement. These issues hinder the full realization of the IPEd program’s goals. Based on these findings, an enhanced action plan was developed to provide targeted interventions that strengthen teacher capacity, improve resource availability, and foster stronger school-community partnerships. The study highlights the importance of sustained support and collaborative efforts in promoting inclusive and culturally grounded education for Indigenous learners.