Authors : Arjay M. Mangampo

Volume/Issue : Volume 10 - 2025, Issue 12 - December

Google Scholar : https://tinyurl.com/mu23f9c6

Scribd : https://tinyurl.com/mwty634y

DOI : https://doi.org/10.38124/ijisrt/25dec1296

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

Abstract : This study investigated the extent and nature of teachers’ participation in socio-cultural activities within the Castilla South District, highlighting their roles as cultural ambassadors and community builders. Using a mixed-methods approach, the research combined quantitative survey data with qualitative insights from interviews and focus group discussions to explore the motivations, barriers, and perceived impacts of teacher engagement beyond the classroom. Findings reveal that teachers are highly involved in school-based cultural programs and inclusive education initiatives, with moderate participation in community events and limited involvement in leadership and heritage preservation roles. Key motivators include personal values, professional relevance, and institutional support, while time constraints and resource limitations are identified as major barriers. Teachers report significant benefits from their involvement, such as stronger relationships with students and families, enhanced teaching practices, and personal fulfillment. However, challenges like lack of training, burnout, and logistical difficulties persist. To address these issues, the study proposes a responsive action plan encompassing resource mobilization, flexible scheduling, capacity-building workshops, institutional recognition, and formal school- community partnerships. The findings underscored the importance of empowering teachers through systemic support to sustain meaningful socio-cultural engagement, promote inclusive education, and strengthen school-community ties. This research contributes to the growing discourse on culturally responsive pedagogy and offers practical recommendations for educational leaders and policymakers seeking to enhance teacher involvement in community development.

Keywords : Teacher Engagement, Socio-Cultural Activities, Inclusive Education, Community Participation, Cultural Preservation, School-Community Partnerships, Culturally Responsive Pedagogy.

References :

1. Anyichie, A. C., Butler, D. L., & Nashon, S. M. (2023). Exploring teacher practices for enhancing    student engagement in culturally diverse classrooms. Journal of Pedagogical Research, 7(5). https://doi.org/10.33902/JPR.202322739
2. Bandura, A. (2019). Social learning theory and education. Educational Psychology Press.
3. Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge.
4. Bautista, M. L., & Lim, R. C. (2023). Promoting indigenous knowledge through teacher-led instruction. Philippine Journal of Cultural Education, 15(2), 112–126.
5. Beauchamp, C., & Thomas, L. (2016). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 46(2), 205–221. https://doi.org/10.1080/0305764X.2016.1139971
6. Bobongie-Harris, F., & Youse, Z. (2023). Approaches to improve the cultural capabilities of teachers engaging with culturally and linguistically diverse students and their families: A scoping review. Frontiers in Education.
7. Chowdhury, S., & Alzarrad, A. (2025). Advancing Community-Based Education: Strategies, Challenges, and Future Directions for Scaling Impact in Higher Education. Trends in Higher Education, 4(2), 21.
8. Cruz, J. M., & Villanueva, A. R. (2020). Heritage workshops and teacher leadership in rural schools. Journal of Philippine Education, 98(3), 34–47.
9. Darling-Hammond, L. (2021). The right to learn: A blueprint for creating schools that work. Jossey-Bass.
10. Deci, E. L., & Ryan, R. M. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
11. Dela Cruz, M. A. (2019). Teachers as community leaders: A case study in rural Philippines. Philippine Journal of Education, 94(1), 45–58.
12. Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
13. Foley, K., O’Sullivan, D., & Cahill, K. (2025). Factors affecting primary teachers’ ability to engage in transformative professional learning. Professional Development in Education.
14. Freire, P., & McLaren, P. (2017). Pedagogy of the oppressed: Revisited. Bloomsbury Academic.
15. Fullan, M. (2020). The new meaning of educational change (5th ed.). Teachers College Press.
16. Garcia, L. M. (2021). Civic festivals and student identity formation in Philippine schools. Asian Education Review, 13(1), 78–92.
17. Gadaza, A. C., Manera, A. B., Santos, S. D., Alih, C. B., Caban, R. M., & Tulawie, A. U. (2025). Reviving the Past, Teaching the Future: The Role of Philippine Cultural Heritage in Curriculum Development of Teacher Education Programs. International Journal on Culture, History, and Religion, 7(SI2), 80–97.
18. Garcia, K. A., & Pantao, J. G. (2021). Cultural sensitivity and classroom management of teachers. International Journal of Professional Development, Learners and Learning, 3(1), ep2108. https://doi.org/10.30935/ijpdll/11093
19. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
20. Gebre, Z. A., Demissie, M. M., & Yimer, B. M. (2025). The impact of teacher socio-emotional competence on student engagement: A meta-analysis. Frontiers in Psychology, 16.
21. Hargreaves, A., & O’Connor, M. T. (2022). Collaborative professionalism: When teaching together means learning for all. Corwin Press.
22. Hofstede, G., Hofstede, G. J., & Minkov, M. (2016). Cultures and organizations: Software of the mind (3rd ed.). McGraw-Hill.
23. Karanikola, Z. (2025). Steering the Path of Intercultural Education: The Role of Teachers in Overcoming Challenges and Embracing Opportunities. IOSR Journal of Research & Method in Education.
24. Kim, H. J. (2021). Socio-cultural development approach to investigate teacher learning across two contexts. Education Sciences, 11(2), 37. https://doi.org/10.3390/educsci11020037
25. Kumar, R., & Rose, D. (2019). Teacher motivation in multicultural classrooms. International Journal of Educational Research, 93, 45–58.
26. McKoy, C., MacLeod, R., Walter, J., & Nolker, D. (2017). Cultural disconnects in classrooms: Addressing barriers to equity. ERIC.
27. McLaren, P. (2017). Critical pedagogy: A look at the future. Routledge.
28. Mendoza, A. B. (2022). School policies and teacher involvement in barangay initiatives. Journal of Philippine Public Education, 99(2), 23–39.
29. Nganga, L., Nydam, A., & Kambutu, J. (2025). Goal setting for teacher development: Enhancing culturally responsive, inclusive, and social justice pedagogy. Education Sciences, 15(3), 264. https://doi.org/10.3390/educsci15030264
30. Nieto, S. (2017). Affirming diversity: The sociopolitical context of multicultural education (6th ed.). Pearson.
31. Ocampo, J. R. (2018). Storytelling as a tool for cultural transmission in Philippine classrooms. Southeast Asian Journal of Education, 10(4), 56–70.
32. Pagaddut, M. D., & Tamana, M. P. (2023). Knowledge and Competence of Teachers on the Integration of Indigenous Knowledge Systems and Practices. International Journal of Advanced Studies in Education.
33. Pope, M. (2021). The Effects of Teacher Involvement in Students’ Lives. California State University, Chico.
34. Putnam, R. D. (2015). Our kids: The American dream in crisis. Simon & Schuster.
35. Quimio, J. L. (2025). School Learning Action Cells (SLACs) among secondary public school teachers in the Municipality of Daraga. International Journal of Education, Business and Economics Research, 5(3), 01–35. https://doi.org/10.59822/IJEBER.2025.5301
36. Ramos, C. D. (2021). Teacher involvement and student empathy in cultural events. Philippine Educational Studies, 12(2), 101–115.
37. Reyes, R. A. (2020). Integrating indigenous knowledge in classroom instruction: A Philippine perspective. Asia Pacific Education Review, 21(3), 389–402.
38. Rickert, H., & Skinner, E. (2022). The longitudinal associations between teacher-student relationships and student engagement. SpringerLink.
39. Rodriguez, D. M., Allawey, F. K., Soriano, R. B., Carag, E. A., & Caban, R. M. (2025). Integrating Gender and Cultural Perspectives in Pedagogy: A Study of Transformative Teaching Practices in Philippine Higher Education Institutions. International Journal on Culture, History, and Religion, 7(SI2), 624–642.
40. Roxas, L. B., Viuya, P. C., & Vallejo, O. T. (2018). Community Involvement of Public Secondary School Teachers in Northern Aurora, Philippines. IJSRP.
41. Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
42. Samuels, A. J. (2018). Exploring Culturally Responsive Pedagogy: Teachers’ Perspectives on Fostering Equitable and Inclusive Classrooms. ERIC.
43. Santos, M. P., & Javier, E. L. (2018). Heritage preservation through school-based cultural programs. Journal of Filipino Cultural Studies, 9(1), 67–81.
44. Schunk, D. H. (2019). Learning theories: An educational perspective (7th ed.). Pearson.
45. Skae, V. A., Brown, B. J. L., & Wilmot, P. D. (2020). Teachers’ engagement with learners in inclusive foundation phase classrooms. South African Journal of Childhood Education, 10(1).
46. SpringerLink. (2025). Issues and Challenges in Community Participation in Education. Bridging Worlds: Challenges and Triumphs of Non-Indigenous Teachers in Indigenous Communities. (2025).
47. Torney-Purta, J., Barber, C. H., & Wilkenfeld, B. (2017). How adolescents learn civic engagement: A cross-national study. Journal of Social Science Education, 16(1), 5–19.
48. Torres, A. G. (2023). Filipino educators in disaster response and community rebuilding. Philippine Journal of Civic Education, 14(1), 88–102.
49. Vygotsky, L. S. (2016). Mind in society: The development of higher psychological processes. Harvard University Press. (Original work published 1978)
50. Zeichner, K. M. (2016). Teacher education and the struggle for social justice. Routledge.