Authors : Trinidad P. Casing

Volume/Issue : Volume 10 - 2025, Issue 7 - July

Google Scholar : https://tinyurl.com/y95d7n38

Scribd : https://tinyurl.com/296ewm3v

DOI : https://doi.org/10.38124/ijisrt/25jul1450

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Abstract : This phenomenological study explored the culturally responsive teaching strategies, challenges, and coping mechanisms of teachers handling Sama Dilaut (Badjao) learners at Matina Aplaya Elementary School. Seven (7) teachers participated in the study, sharing their experiences through in-depth interviews. Thematic analysis revealed three key culturally responsive teaching strategies: Integration of Sama Dilaut culture in lessons, Language accommodation and bilingual approach, and Creating an inclusive classroom environment. These strategies were found to enhance learner engagement, validate cultural identity, and foster mutual respect in diverse classrooms. The study also identified two critical coping strategies teachers employed to address implementation challenges: Bilingual instruction to overcome language barriers and Community collaboration to bridge resource and attendance gaps. To strengthen these efforts, the study recommends providing specialized professional development training for teachers, Developing and distributing standardized bilingual materials and Adopting flexible attendance policies. These findings underscore the need for systemic support to institutionalize culturally responsive practices. By implementing these measures, schools can transform isolated efforts into sustainable, equity-driven education that empowers both Sama Dilaut learners and their teachers., fairness, and personal responsibility, ultimately creating a more supportive and respectful school environment for everyone.

Keywords : Culturally Responsive Teaching, Strategies of Teachers, Sama Dilaut Learners.

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