EXPLORING THE DIFFICULTIES OF NON-INDIGENOUS TEACHERS ASSIGNED IN IP SCHOOLS: A MULTIPLE CASE STUDY
DOI:
https://doi.org/10.46827/ejes.v12i8.6140Parole chiave:
educational management, difficulties and experiences, non-indigenous teachers, IP school community, PhilippinesAbstract
The purpose of this study was to find out the experiences, coping mechanisms, and insights of non-indigenous teachers assigned at IP schools in the West District of the Municipality of Maitum. The study utilized a qualitative research design using a multiple case study approach with five elementary non-indigenous teachers chosen through purposive sampling. The results of the interview were transcribed, translated and coded to produce themes. The study revealed three emerging themes: experiences of non-IP teachers teaching IP students, coping mechanisms, and insights learned. It was revealed that there are six (6) emergent themes on the experience of non-IP teachers teaching IP learners. These were language barriers, cultural differences, struggling to adjust, environmental dilemma, communication impediment, and extraordinary peace. Moreover, it was revealed that there are seven (7) emergent themes related to the coping mechanism of non-IP teachers teaching IP learners. These were giving incentives, classroom management, employing classroom strategies, building inclusive strategies, blending with the culture, accepting changes, and learning the IP language. It was revealed that there are six (6) emergent themes on the coping mechanism of non-IP teachers teaching IP learners. These were the teacher’s epiphany, positive outcomes, be an advocate of emergence, recognize the teacher’s integral role, appreciate the IP school, and value IP culture.
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