CHILD-REARING PRACTICES OF THE MANOBO AND MANDAYA TRIBES: INSIGHTS FOR ELEMENTARY TEACHING

Autores

  • Mark Laurence T. Gawat Student, College of Teacher Education, University of Mindanao, Davao City, Philippines
  • Rachelle C. Lumanas Student, College of Teacher Education, University of Mindanao, Davao City, Philippines
  • Maria Victoria D. Maloc Student, College of Teacher Education, University of Mindanao, Davao City, Philippines
  • Jilliene Samantha C. Napil Faculty, MAED-SPED, College of Teacher Education, University of Mindanao, Davao City, Philippines

DOI:

https://doi.org/10.46827/ejsss.v11i2.1987

Palavras-chave:

education, child-rearing, parents, challenges, coping mechanisms, Davao region

Resumo

This study aimed to explore the lived experiences of Manobo and Mandaya parents in child-rearing. This research aims to shed light on the lived experiences of Manobo and Mandaya parents in child-rearing. Using a phenomenological study, seven (7) participants for Manobo and (8) respondents for Mandaya from Davao Region, Philippines, were selected through purposive sampling and interviewed face to face. Thematic analysis was used in the study to generate themes from the responses. In challenges and experiences, it involved the following: Emphasizing Moral Development, Teaching Discipline, Education is not considered a priority, Clash between parental authority and attitudes of the youth, Lack of Basic School Resources, Insufficient Income of Parents to Provide. However, coping mechanisms used by parents involve the following: Increased Parental Effort for Sustenance and Support, Promoting the Value of Education to their Offspring, Parental Involvement in Learning. Lastly, in terms of the lessons and insights shared by the participants, it highlights the following: Aspirational Views on Education, Parents Expectation on Role of Teachers. Through analysis of the responses from the respondents, the researchers found that parents from Manobo and Mandaya tribes emphasized the importance of education in their children and that they are involved in their learning. However, their children are unmotivated to go to school as it does not allow them to contribute financially to their family. The results provide significant information about the child-rearing practices of the parents in understanding their challenges, educators can develop targeted interventions to increase motivation to go to school and to create an inclusive learning environment. 

Sustainable Development Goal No. # 4: Quality Education

 

Article visualizations:

Hit counter

Biografia do Autor

  • Mark Laurence T. Gawat, Student, College of Teacher Education, University of Mindanao, Davao City, Philippines

    Mark Laurence T. Gawat, a 4th-year student from the University of Mindanao College of Teacher Education, is taking the course of Bachelor of Elementary Education. Research interests include Community-Based Learning and Indigenous Pedagogies.

  • Rachelle C. Lumanas, Student, College of Teacher Education, University of Mindanao, Davao City, Philippines

    Rachelle C. Lumanas, a 4th-year student from the University of Mindanao College of Teacher Education, is taking the course of Bachelor of Elementary Education. Research interests are Parents' Involvement in their Children's Education.

  • Maria Victoria D. Maloc, Student, College of Teacher Education, University of Mindanao, Davao City, Philippines

    Maria Victoria D. Maloc, a 4th-year student from the University of Mindanao College of Teacher Education, is taking the course of Bachelor of Elementary Education. Research interests are Elementary school teaching, learning styles and parental involvement studies.

  • Jilliene Samantha C. Napil, Faculty, MAED-SPED, College of Teacher Education, University of Mindanao, Davao City, Philippines

    Jilliene Samantha C. Napil, an Associate Professor 1 at the University of Mindanao, has been serving there since 2019. She is currently taking up Doctor of Development in Education major in Special Education at Cebu Technological University, holds a Master of Arts in Education with a specialization in Special Education from Holy Cross of Davao College and completed her Bachelor of Elementary Education, Major in Special Education, at the University of Mindanao, where she graduated Cum Laude. Her research focuses on evidence-based behavioral interventions in inclusive education settings, with particular emphasis on positive behavioral interventions and supports (PBIS). Her work explores innovative approaches to social skills development among children with developmental challenges and examines the critical intersection of assistive technology, behavioral regulation, and academic engagement. She is also deeply interested in studying the dynamics of teacher-parent collaboration and its impact on student outcomes. Her work contributes significantly to the field of special education, particularly in understanding and implementing effective behavioral support systems in diverse classroom environments.

Referências

Alsubaie, M. A. (2015). Examples of current issues in the multicultural classroom. Retrieved from https://www.semanticscholar.org/paper/Examples-of-Current-Issues-in-the-Multicultural-Alsubaie/510e43bcf8ab8c8af8180f8301c53816f155b723

Gill, Sajjad & Zeeshan, Ashi & Sajjad, Ali & Ali Gill, Dr & Shaukat, Ali & Raza, & Abir, Syed & Naqvi, Hassan. (2021). Impact of corporal punishment on students' academic performance at the elementary school level. European journal of psychology of education. 58. 1846-1852.

Aryaman, A., Jafar, S., Mohamed, A., Ronobir, J. R., Barry, M., Curran, R., Kaushal, A., & Yazdani, R. (2020). A cause and effect analysis: Looking at the effects of a lack of funding for schools on US students. Finxerunt Publications. https://doi.org/10.5281/zenodo.3983080

Assari, S. (2018). Parental education better helps white than black families escape poverty: National survey of children’s health. Economies, 6(2), 30. https://doi.org/10.3390/economies6020030

Avnet, M., Makara, D., Larwin, K. H., & Erickson, M. A. (2019). The impact of parental involvement and education on academic achievement in elementary school. International Journal of Evaluation and Research in Education, 8(3), 476. https://doi.org/10.11591/ijere.v8i3.20249

Bi, X., Yang, Y., Li, H., Wang, M., Zhang, W., & Deater-Deckard, K. (2018). Parenting styles and parent–adolescent relationships: The mediating roles of behavioral autonomy and parental authority. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02187

Boonk, L., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30. https://doi.org/10.1016/j.edurev.2018.02.001

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

Burroughs, N., Gardner, J., Lee, Y., Guo, S., Touitou, I., Jansen, K., & Schmidt, W. H. (2019). A review of the literature on teacher effectiveness and student outcomes. In IEA research for education (Online) (pp. 7–17). https://doi.org/10.1007/978-3-030-16151-4_2

Buchmann, M., Kriesi, I., Bayard, S., Sander, F., & Bundel, S. (2020). Upward mobility of students from lower-educated families in stratified educational systems: The role of social capital and work habits. Journal of youth and adolescence, 50(3), 391–407. https://doi.org/10.1007/s10964-020-01257-3

Citizensinformation.Ie. (2021). Measures to address educational disadvantage. Retrieved from https://www.citizensinformation.ie/en/education/the-irish-education-system/measures-to-address-educational-disadvantage/

Creswell, J.W. & Creswell, J.D. (2018). Research design: Qualitative, quantitative and mixed methods approaches (5th ed). Thousand Oaks: SAGE

Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications, Inc.

Cong-Lem, N. (2022). Vygotsky’s, Leontiev’s and Engeström’s Cultural-historical (Activity) Theories: Overview, clarifications and implications. Integrative psychological and behavioral science, 56(4), 1091–1112. https://doi.org/10.1007/s12124-022-09703-6

Dudovskiy, J. (2020). Purposive Sampling. Retrieved from https://research-methodology.net/

Eduardo, J. P., & Gabriel, A. G. (2021). Indigenous peoples and the right to education: the Dumagat experience in the provinces of Nueva Ecija and Aurora, in the Philippines. SAGE Open, 11(2), 215824402110094. https://doi.org/10.1177/21582440211009491

Education | United Nations for Indigenous Peoples. (2018). Retrieved from https://www.un.org/development/desa/indigenouspeoples/mandated-areas1/education.html

Enteria, O. & Tagyam, R. (2020). Parental involvement in the educational development of indigenous people in selected elementary schools in the northern part of Mindanao, Philippines. Asian Journal of Advanced Research and Reports. 13. 16-27. 10.9734/AJARR/2020/v13i230304.

Francisco, C., & Celon, L. C. (2020). Teachers’ instructional practices and its effects on students’ academic performance. Retrieved from https://www.researchgate.net/publication/343524740_Teachers'_Instructional_Practices_and_Its_Effects_on_Students'_Academic_Performance

Goldkuhl, G. (2012). Pragmatism vs interpretivism in qualitative information systems research. European Journal of Information Systems, 21(2), 135–146. https://doi.org/10.1057/ejis.2011.54

Hosokawa, R., & Katsura, T. (2018). Role of parenting style in children’s behavioral problems through the transition from preschool to elementary school according to gender in Japan. International Journal of Environmental Research and Public Health, 16(1), 21. https://doi.org/10.3390/ijerph16010021

Hardré, P. L., & Hennessey, M. N. (2013). What they think, what they know, what they do: Rural secondary teachers’ motivational beliefs and strategies. Learning Environments Research, 16(3), 411–436. https://doi.org/10.1007/s10984-013-9131-0

IWGIA - International Work Group for Indigenous Affairs. (2022, April). The indigenous world 2022: Philippines - IWGIA - International work group for indigenous affairs. Retrieved from https://www.iwgia.org/en/philippines/4656-iw-2022-philippines.html

Jose, J. P., Juan, K. L. M. P., Tabiliran, J. P. N., Yapo, F. C. D., Gatchalian, J. M., Baluyot, M. K. M., Torrero, K. a. D., Blanco, J. A., & Tus, J. (2023). Struggle is real: the experiences and challenges faced by Filipino tertiary students on lack of gadgets amidst the online learning. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.7653016

Kinsley, J. R. &. P. (2019). The role of family support in facilitating the academic success of Low-Income students. Retrieved from https://ideas.repec.org/a/spr/reihed/v60y2019i4d10.1007_s11162-018-9517-z.html

Machebe, C. H., Ezegbe, B. N., & Onuoha, J. C. (2017). The impact of parental level of income on students’ academic performance in high school in Japan. Universal Journal of Educational Research (Print), 5(9), 1614–1620. https://doi.org/10.13189/ujer.2017.050919

Macqueen, S. E. (2020, April 4). Investigating the cultural competence of preservice teachers: comparisons and considerations. Retrieved from https://www.iajiss.org/index.php/iajiss/article/view/479

Malti, T., Galarneau, E., & Peplak, J. (2021). Moral development in adolescence. Journal of Research on Adolescence, 31(4), 1097–1113. https://doi.org/10.1111/jora.12639

Maxcy, Spencer J. (2003). Pragmatic threads in mixed methods research in the social sciences: The search for multiple modes of inquiry and the end of the philosophy of formalism. In Handbook of Mixed Methods in Social and Behavioral Research. Edited by Abbas Tashakkori and Charles Teddlie. Thousand Oaks: Sage, pp. 51–89. Retrieved from https://www.mdpi.com/2076-0760/8/9/255

Morgan, D. L. (2014). Integrating qualitative and quantitative methods: a pragmatic approach. Retrieved from https://www.mdpi.com/2076-0760/8/9/255

Nyumba, T. O., Wilson, K. A., Derrick, C., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20–32. https://doi.org/10.1111/2041-210x.12860

Ocharo (2023). International Journal of Research and Innovation in Social Science. Retrieved from https://rsisinternational.org/journals/ijriss/articles/role-of-parents-involvement-in-shaping-pupils-discipline-and-its-influence-on-performance-in-kcpe/

Ortiz, J. S., & Hardoon, D. R. (2022). The effect of fast loans on financial resilience-building behaviors and mental well-being. In The effect of fast loans on financial resilience-building behaviors and mental well-being (pp. 43–66). https://doi.org/10.1007/978-981-19-5086-5_3

Patrick, R. B., Rote, W. M., Gibbs, J. C., & Basinger, K. S. (2019). Defend, stand by, or join in? The relative influence of moral Identity, moral Judgment, and social self-efficacy on adolescents’ bystander behaviors in bullying situations. Journal of Youth and Adolescence, 48(10), 2051–2064. https://doi.org/10.1007/s10964-019-01089-w

Patton, M. Q. (1990). Qualitative evaluation and research methods, 2nd ed. SAGE. Retrieved from https://psycnet.apa.org/record/1990-97369-000

Petrilli A. (2017). Education for upward mobility. Retrieved from https://fordhaminstitute.org/national/research/education-upward-mobility-0

Pinquart, M., & Ebeling, M. (2019). Parental educational expectations and academic achievement in children and adolescents—a Meta-analysis. Educational Psychology Review, 32(2), 463–480. https://doi.org/10.1007/s10648-019-09506-z

Ramiro, L. (2022). Socio-cultural perspectives of child discipline and child abuse in the Philippines. Retrieved from https://www.academia.edu/118564236/Socio_Cultural_Perspectives_of_Child_Discipline_and_Child_Abuse_in_the_Philippines

Ocharo L., F. Itegi & R. Njoroge (2023). Role of parents’ involvement in shaping pupils’ discipline and its influence on performance in KCPE - International Journal of Research and Innovation in Social Science. Retrieved from https://www.rsisinternational.org/journals/ijriss/articles/role-of-parents-involvement-in-shaping-pupils-discipline-and-its-influence-on-performance-in-kcpe/

Rossman, G. B., & Wilson, B. L. (1985). Numbers and words: combining quantitative and qualitative methods in a single large-scale evaluation study. Evaluation Review, 9(5), 627–643. https://doi.org/10.1177/0193841X8500900505

Roksa, J., & Kinsley, P. (2018). The role of family support in facilitating the academic success of Low-Income students. Research in Higher Education, 60(4), 415–436. https://doi.org/10.1007/s11162-018-9517-z

Rutledge, P., & Hogg, J. L. (2020). In‐depth interviews. The International Encyclopedia of Media Psychology, 1–7. https://doi.org/10.1002/9781119011071.iemp0019

Sachkova, E., Ovchinnikova, N., & Мохова, О. Л. (2021). Education In a Multicultural Classroom: Challenges and Responses. INTED Proceedings. https://doi.org/10.21125/inted.2021.0643

Song, R., Chen, L., Zhang, L., Feng-Jie, Y., & Zhang, W. (2023). Profiles and developmental transitions of educational future orientation among senior high school students in China. Journal of Youth and Adolescence, 52(10), 2214–2229. https://doi.org/10.1007/s10964-023-01806-6

Tambayan, D. (2023). The hidden costs of inadequate resources: Exploring the Impact on Student Learning, DepEd Tambayan. DepEd Tambayan. Retrieved from https://depedtambayan.net/hidden-costs-inadequate-resources-exploring-impact-student-learning/

Tolan, Ö. Ç., & Uğur, G. B. (2023). The relation between psychological resilience and parental attitudes in adolescents: a systematic review. Current Psychology. https://doi.org/10.1007/s12144-023-04966-7

Tran, K. (2013). Overview of social constructionism and its potential applications for social work education and research. Retrieved from https://www.researchgate.net/publication/262876238_Overview_of_Social_Constructionism_and_Its_Potential_Applications_for_Social_Work_Education_and_Research_in_Vietnam

Vallejo, O.T. (2019). Personality and socio-economic factors influencing the choice of academic track among senior high schoolers. Inter. J. Acad. Res. Educ. Rev. 7(3): 28-33.

Wang, G., Zhang, S., & Cai, J. (2021). How are parental expectations related to students’ beliefs and their perceived achievement? Educational Studies in Mathematics, 108(3), 429–450. https://doi.org/10.1007/s10649-021-10073-w

WFP Philippines – Food Security Monitoring - October 2022 | World Food Programme. (2022, December 12). Retrieved from https://www.wfp.org/publications/wfp-philippines-food-security-monitoring-october-2022

Downloads

Publicado

2025-07-14

Edição

v. 11 n. 2 (2025)

Seção

Articles