Authors : Glendalyn L. Languita

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/4y5v5kzh

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DOI : https://doi.org/10.38124/ijisrt/26jun607

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Abstract : This phenomenological study examined the lived experiences of Music, Arts, Physical Education, and Health (MAPEH) teachers in promoting cultural preservation among learners in culturally diverse classrooms in the Sarangani District. Anchored on Herskovits’ Cultural Transmission Theory (1948) and Boas’ Cultural Relativism Theory (1940), the study sought to understand how teachers integrate cultural heritage into instruction, address challenges in preserving culture, and generate insights for strengthening culturally responsive education. Ten purposively selected MAPEH teachers from three elementary schools participated through Individual In-Depth Interviews (IDI). Data were analyzed using thematic analysis to identify recurring themes and patterns. Findings revealed that teachers actively integrate indigenous knowledge, traditional music, dances, games, and artistic practices into lessons to foster learners’ cultural identity, appreciation, and respect for diversity. They highlighted the value of contextualized and experiential learning in making cultural education meaningful and engaging. Challenges included limited instructional materials, insufficient cultural resources, language barriers, lack of specialized training, and learners’ preference for modern popular culture. Despite these, teachers showed resilience by adopting culturally responsive strategies, collaborating with parents and cultural elders, using available technology, and implementing experiential activities to sustain cultural awareness. The study concludes that MAPEH teachers serve as vital cultural transmitters and advocates of preservation in diverse educational settings. Their experiences underscore the importance of integrating culture-based education to strengthen identity, pride, and inclusivity. Institutional support, responsive training, and adequate resources are essential to sustain cultural preservation, affirming MAPEH as a platform for celebrating Filipino heritage amid globalization.

Keywords : MAPEH Teachers, Cultural Preservation, Culturally Responsive Education, Indigenous Knowledge, Experiential Learning.

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