Title: Dunig Pusong Di Pegtendu: The Lived Experiences of Secondary English Teachers in an Indigenous Peoples School
Authors: Sheena B. Tubigon, Jade Yuri P. Yasay , Irah Mae C. Villaceran, Kent Ian S. Sulo, Trisha Elyza A. Ramas, Mary Grace O. Daga-ang, John Mark N. Saldivar
Volume: 9
Issue: 4
Pages: 239-250
Publication Date: 2025/04/28
Abstract:
The purpose of the study is to describe and analyze the lived experiences of English language teachers in teaching IP students. The researchers hope to gain a deeper knowledge of the struggles and challenges experienced by Secondary English Language Teachers. The phenomenological research method of Moustakas (1994) was employed in this study to document and describe the participants' experiences. The findings of the study revealed six themes that represented the journeys of the participants: (1) Teaching in an IP school requires commitment and understanding to help IP students cope with their real problems; (2) Happiness and Fulfillment of teachers in an IP school come from students' attitude and in their little progress; (3) Teachers' motivation to teach the English language in an IP School is to make a difference in the lives of their IP students; (4) IP teachers remain resilient despite the experienced setbacks; (5) IP teachers overcome challenges by being resourceful, embracing drawbacks, and finding reasons to love one's work; (6) To be the best in one's field is to never stop learning. The journey of the Secondary English IP teachers teaching in an IP school was not a walk in the park, but they ended up inspired, fulfilled, and transformed. The heavy duties and responsibilities challenge English IP teachers to go beyond their limits. Hence, it is suggested that they continue to plan and utilize varied teaching strategies for effective teaching and strive to develop better professional growth through workshops and programs.