Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 40 no. 9 (2025)

Difficulties of Non-Indigenous Teachers in Teaching Indigenous People Learners and Learners’ Academic Achievement

John Stive Tual | Lorenzo Capacio

Discipline: Education

 

Abstract:

This study explored the challenges faced by thirty purposively chosen non-indigenous teachers in educating indigenous people learners and one hundred academic performance data of IP learners. It covered particular aspects: cultural competence, teaching practice and issues, lesson presentation, and grasping verbal interaction with Indigenous learners, in addition to evaluating the learners' educational achievement in chosen schools of District VIII-Division of Valencia City to determine the formidable challenges experienced by the non-indigenous teachers and it could affect the learners’ academic performance. The study utilized a mixed method explanatory sequential design, in quantitative descriptive design with data collection from thirty non-indigenous teachers from different levels and supplemented with qualitative interviews and observations. The statistical analysis involved mean, standard deviation, and Pearson correlation to assess teacher challenges and academic performance, indicated by the overall general average of the Indigenous learners. The interview supported that the result from the survey conducted face to face and online. The results revealed that teachers experienced difficulties in various areas, but the correlational analysis did not establish any statistically significant correlations between the difficulties and the academic performance of learners. The greatest mean difficulty was observed for factors influencing lesson delivery and learner development (r = .148, p – value = .434) between teachers’ challenges in multiple aspects that affects the delivery of lesson and development of the indigenous people learners. The research recommended that administrators ought to concentrate on locating areas for development, encourage flexible pedagogical styles, and offer support in terms of culturally meaningful resources, learner-centered strategies, and collaborative learning environments for effective and efficient teaching delivery. Highlighting cultural training and sensitivity, and inclusive education workshops, were instrumental to advance teacher motivation and enhance Indigenous learners' growth. These recommendations aimed to leverage teacher engagement to drive institutional performance and enhance indigenous people learners’ development.



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