Authors : Brendalie D. Blanco; Dr. Zenvi Ann Macalinao

Volume/Issue : Volume 10 - 2025, Issue 11 - November

Google Scholar : https://tinyurl.com/28mddc23

Scribd : https://tinyurl.com/yc74fcff

DOI : https://doi.org/10.38124/ijisrt/25nov373

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : This study used descriptive phenomenology to explore the lived experiences of IPED elementary teachers in remote, mountainous areas of Zone 2, Division of Zambales. Purposive sampling was used to select participants, and data was collected through semi-structured interviews. The data was analyzed using McMillan & Schumacher's (2010) five-phase approach for qualitative research, and Bingham's (2023) five-phase process for thematic analysis, providing a structured framework for data interpretation and ensuring trustworthiness. The findings were identified key challenges, including language barriers, limited resources, inadequate teacher preparation, and infrastructure limitations. Conversely, teachers reported positive outcomes such as improved student academic performance, strengthened cultural identity, and enhanced teacher competency. To overcome these challenges, teachers employed strategies centered on language preservation, community engagement, and resourcefulness. The study advocates for community-led IPED programs, culturally sustaining education, and targeted interventions. Recommendations include developing culturally relevant resources, providing ongoing professional development, and strengthening policy frameworks to support Indigenous communities in leading their educational initiatives, ultimately aiming for educational equity and cultural revitalization.

Keywords : IPED Education, Challenges in IPEd Curriculum Implementation, Success in IPEd Curriculum Implementation, Teaching Strategies, Elementary Teachers, Phenomenology.

References :

1. Estrella, M. R. (2022). Readiness of DePEd teachers to teach reading. International Journal of Research and Review, 9(5), 152–167. https://doi.org/10.52403/ijrr.20220524
2. Felongco, M. A., Protacio, A., Abdulwahab, S., Blanca, C., Gagil, M., Rodriguez, E., San Juan, K. J. M., & Vegafria, E. J. (2022). Teaching in the far-flung schools: English teachers’ lived experiences. Globus Journal of Progressive Education, 12(2), 88–94.
3. Lariosa, E. J. I., Diendo, M. P., & Espinosa, F. (2022). LIVED EXPERIENCES OF TEACHERS IN FAR-FLUNG SCHOOLS. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.7083128
4. Llego, M. A. (2019). House Bill Seeks to Institutionalize Deployment of Teacher to the Barrios. TeacherPH. Retrieved September 1, 2024, from https://www.teacherph.com/deployment-teacher-barrios/
5. Solomo, N. M. W. M. (2021). Competencies and Challenges of Deped Teachers in the K to 12 Science Curriculum Implementation. EPRA International Journal of Environmental Economics Commerce and Educational Management, 1–7. https://doi.org/10.36713/epra6744
6. UNICEF. (2024). Education Factsheet. https://www.unicef.org/philippines/media/7386/file/Education%20Factsheet.pdf
7. UNESCO. (2024, September). Convention against Discrimination in Education. Retrieved November 28, 2024, from https://www.unesco.org/en/right-education/convention-against-discrimination
8. Verdida, V. A., Malon, C., & Macalisang, D. (2024). Lived Experiences of Indigenous People’s Education (IPED) Teachers in Integrating the IPED Curriculum. Journal of Interdisciplinary Perspectives, 2(7). https://doi.org/10.69569/jip.2024.0193

9. Yu, D. (2023, September 15). Issues in PH Education: A Teacher’s perspective. Inquirer.Net. https://opinion.inquirer.net/166337/issues-in-ph-education-a-teachers-perspective