Authors : Jerlyn H. Languido

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

Google Scholar : https://shorturl.at/bUpp4

Scribd : https://tinyurl.com/3r65upnx

DOI : https://doi.org/10.38124/ijisrt/26jun478

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 explored the experiences of primary grade teachers in managing cultural sensitivity in multicultural classrooms in Sarangani District, along with their coping mechanisms and insights for strengthening culturally responsive teaching practices. A qualitative research design, specifically a phenomenological approach, was used to capture the lived experiences of teachers in culturally diverse learning environments. The participants were twelve (12) Key Stage 1 teachers of Sarangani District selected through purposive sampling, representing small, medium, and large school contexts. These teachers handle learners from diverse cultural groups, including Muslim, B’laan, Manobo, Bisaya, and Indonesian backgrounds. Findings revealed three major themes: integrating cultural sensitivity into teaching, fostering an inclusive classroom environment, and challenges in implementing cultural sensitivity. Teachers cope with these challenges through instructional adjustments, emotional regulation, reflective practice, collaboration, and the use of culturally responsive and contextualized learning materials. They also strengthen relationships and communication to promote inclusivity and active learner participation. The study further identified key insights emphasizing the need to strengthen capacity-building on culturally responsive pedagogy and language inclusion strategies, as well as to develop collaborative learning communities for reflection and resource sharing. It is recommended that teachers, school leaders, and DepEd officials enhance continuous professional development programs, institutionalize collaborative practices, and provide culturally relevant instructional materials to support diverse learners. Future researchers may further examine the long-term impact of culturally responsive teaching on learners’ academic achievement, engagement, and socio-cultural development in multicultural classroom settings.

Keywords : Multicultural Classrooms, Cultural Sensitivity, Primary Grade Teacher.

References :

1. Baidoo-Anu, D., Gyamerah, K., Mahama, I., & Ofori-Sasu, E. (2023). Towards classroom inclusivity: Exploring K–12 teachers’ sensitivity to cultural diversity. Cultura y Educación, 35(4), 938–975. https://doi.org/10.1080/11356405.2023.2200590
2. Banks, J. A. (2021). Diversity, equity, and excellence: Culturally responsive education in global perspective. Teachers College Press.
3. Bryk, A. S. (2020). Improving schools as organizations. https://consortium.uchicago.edu
4. Cummins, J. (2021). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts. Multilingual Matters. https://doi.org/10.21832/CUMMIN6978
5. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
6. Dawadi, S. (2020). Thematic analysis approach: A step-by-step guide for ELT research practitioners. Journal of NELTA, 25(1–2), 62–71. https://doi.org/10.3126/nelta.v25i1-2.49731
7. Dela Cruz, M. C., Manera, D. P., Ramirez, J. C., Macato, M. C., Catbagan, A. G., & Tulawie, R. A. (2023). Bridging cultures in the classroom: Culturally responsive education in Philippine higher learning institutions. International Journal of Culture and Humanity Research, 2(3), 87–101. https://ijchr.net/journal/article/view/202
8. Edilo, J., Evardo, O. J., Jr., & Callaman, R. (2022). Culturally responsive self-efficacy of mathematics teachers: Input for self-efficacy building enhancement. International Journal of Innovative Research in Education, 9(1), 105–113. https://doi.org/10.18844/ijire.v9i1.8975
9. Epstein, J. L. (2021). School, family, and community partnerships: Preparing educators and improving schools (3rd ed.). Routledge. https://doi.org/10.4324/9780429430006
10. Florian, L. (2021). The SAGE handbook of special education (2nd ed.). SAGE Publications.
11. García, O., & Kleyn, T. (2021). Translanguaging with multilingual students: Learning from classroom moments. Routledge. https://doi.org/10.4324/9780429441057
12. García, O., & Wei, L. (2020). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-41779-7
13. Gay, G. (2020). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
14. Gross, J. J. (2021). Emotion regulation: Current status and future prospects. https://doi.org/10.1037/emo0000851
15. Hammond, Z. (2020). Culturally responsive teaching and the brain. Corwin Press.
16. Hamre, B. K. (2021). Classroom processes and student outcomes. https://www.apa.org
17. Hollie, S. (2021). Culturally and linguistically responsive teaching and learning: Classroom practices for student success (2nd ed.). Shell Education.
18. Johnson, D. W. (2020). Reaching out: Interpersonal effectiveness and conflict resolution. https://www.co-operation.org
19. Kolb, D. A. (2021). Experiential learning: Experience as the source of learning and development. https://doi.org/10.4324/9781003029617
20. Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press.
21. Lasco, M. T. (2021). Exploring teachers’ development of a culture-sensitive lesson in mathematics through modular approach (Doctoral dissertation, De La Salle University). https://animorepository.dlsu.edu.ph/etdd_scied/3/
22. Mayer, J. D. (2020). Emotional intelligence: A new ability model. https://doi.org/10.1037/0000165-000
23. OECD. (2021). Teaching for the future: Effective classroom practices to transform education. OECD Publishing. https://doi.org/10.1787/5a0c0f9b-
24. Pacheco, M. B., & Miller, M. E. (2022). Teaching multilingual learners: Instructional strategies for diverse classrooms. TESOL Quarterly, 56(3), 845–868. https://doi.org/10.1002/tesq.3098
25. Pianta, R. C. (2021). Enhancing relationships between children and teachers. https://www.casel.org
26. Sleeter, C. E. (2020). Critical race theory and the teacher education curriculum. Multicultural Perspectives, 22(2), 65–73. https://doi.org/10.1080/15210960.2020.1735322
27. Thompson, M. J. (2021). Restorative practices in education: Building relationships and resolving conflicts. https://www.iirp.edu
28. Tomlinson, C. A. (2021). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD
29. Tudayan, J. L. P., Ogoy, J. I. N., & Pangngay, J. J. (2024). Developing a cross-cultural competence scale for pre-service teachers: A Filipino case study. Philippine Social Science Journal, 6(4), 43–50. https://doi.org/10.52006/main.v6i4.869
30. UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000379707
31. Vangrieken, K. (2020). Teacher collaboration: A systematic review. https://doi.org/10.1016/j.tate.2020.103123