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I. Introduction and Rationale

The Philippine archipelago is composed of 7,621 islands with a total area of

300,000 sq km. It has a current population of approximately 108 million people, 75% of

which belong to 8 major ethnic groups and the remaining 25% are divided among

diverse minor ethnic groups and indigenous tribes.

In the country, about 14–17 million of the total population are indigenous peoples

belonging to 110 ethno-linguistic groups mainly concentrated in Northern Luzon (33%)

and Mindanao (61%), with few groups in the Visayas area. The Philippine indigenous

peoples’ struggle for land and life underlined that many of these indigenous peoples can

be found in remote forested and hilly uplands. Some have also stood their ground

successfully and maintained a close link with their ancestral past (Halasan).

The country has more than 110 ethnic tribes and cultural communities whose

cultures and traditions are in changing states of extinction. These threatening ancestral

traditions and customary laws used to define social relationships and values and

promoted efficiency of economic activities.

The largest current populations belong to the Lumads (all non-Muslim Indigenous

People groups) of Mindanao, while the Cordillera Indigenous People (IP) groups

(collectively referred to as the Igorots) of the Luzon uplands also account for significant

portion of the indigenous population. Other distinct indigenous groups in the Philippines

are the Caraballo tribes of the eastern Central Luzon mountain ranges, the Agta and

Aeta/Negrito who are the most widely distributed (Central Luzon), the Mangyan of

Mindoro, the Palawan hill tribes, the Visayas IP groups, and the Islamic IP groups of

Mindanao.

As of SY 2018 – 2019, at least 2 593 555 IP learners wherein 11.5% of all public

school learners are enrolled in 39 994 public schools which comprises 71.83% of all

public schools across the country.

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Region 1 has 77 994 number of IP learners enrolled with 2 394 number of

schools with IP learners. This includes Bago, Tingguians, Yapayao, Isneg, Isnag,

Kankanaey, Ibaloi and Kalanguya.

In Pangasinan Division II there are five identified IP groups which include Ibaloi,

Kalanguya, Bago, Kankanaey, and Iwak with more than 2 000 students and 50 teachers.

Schools in these areas are 100% implementing schools of the present programs of the

government towards IP education.

Indigenous people comprised 8% of the total population in 2 000. Only 46%

reported having finished elementary school, 19% finished secondary school, 2% held

college diplomas and 18% of indigenous people reported having no education at all. As

a youthful population, 41% falling into the age bracket 0-14, their continued exclusion

from education access poses a major threat to the achievement of the Millennium

Development Goals (MDGs) and the Education For All (EFA) Goals.

Education is extremely indispensable for indigenous children, youth and adults.

As the Expert Mechanism on the Rights of Indigenous Peoples (EMRIP, 2009) points

out:

“Education of indigenous children contributes to both individual and

community development, as well as to participation in society in its

broadest sense. Education enables indigenous children to exercise and enjoy

economic, social and cultural rights, and strengthens their ability to exercise

civil rights in order to influence political policy processes for improved

protection of human rights. The implementation of indigenous peoples’ right to

education is an essential means of achieving individual empowerment and self-

determination. Education is also an important means for the enjoyment,

maintenance and respect of indigenous cultures, languages, traditions and

traditional knowledge…Education is the primary means of ensuring indigenous

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peoples’ individual and collective development; it is a precondition for indigenous

peoples’ ability to realize their right to self-determination, including their right to

pursue their own economic, social and cultural development.”

Anchored on the belief that education is an indispensable initiator of

development at the individual, community, national and global levels. For

individuals, education is a lifelong asset and one of the most economically sound

investments an individual can make. On average, each additional year of

schooling translates into a 10% increase in an individual’s income and every

average year of additional schooling translates into a 1% increase in a country’s GDP.

This is particularly true for girls – a single year of secondary education correlates with as

much as a 25% increase in wages later in life.

Education also has broader health and social benefits. Educated women marry

later, are less likely to die in child-birth, and have fewer children, more of whom

are likely to survive. Individuals who have completed primary school are 50%

more likely to vote in elections, and education has also been shown to dramatically

reduce the likelihood of civil war.

Progress made in getting children into school was slower than many countries

had anticipated during the second half of the 20th century. However, a turning point

occurred in the year 2000 with the adoption of the Millennium Declaration and the

accompanying Millennium Development Goals (MDGs) – the second of which is to

achieve universal primary education by 2015, and the third of which is to achieve

gender parity at all levels of education by 2015. The MDGs galvanised the global

community into action and are credited with ensuring an additional 52 million children

were in school, as well as making significant strides in reaching gender parity in schools.
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A very careful and detailed examination of the current literature in culture-based

education was made by the researcher. Rarely has research focused on reassessing the

instructional competencies of IPED teachers in Pangasinan II. Moreover, there is a little

discussion in the literature about the instructional competence of IPED teachers in

delivering their lessons. It is with this premise, that this study was conceptualized to

make an-in-depth research on the government’s effort in reaching out on this often

neglected community.

II. LITERATURE REVIEW

The profession of a teacher has never been so challenging and demanding as it

has become now. Global emphasis on literacy shows the world’s concern for the

teacher’s role in the development of society. Quite a large body of knowledge has been

developed over the past few decades on the challenges and successful ways of

educating indigenous people around the world. Most of the extensive studies have been

conducted in Canada, New Zealand, and Australia (Baker, 2007; Capistrano, 2010;

Toulouse, 2008, Tuharsky, Buisson, Britton, & Enion, 2005). Few studies have been

supervised in the Philippines (Capistrano, 2010; Fiagoy, 2000; Licen, Lihtenvalner, &

Podgornik, 2012). Most of these studies have focused on the daily lives, rights, cultures

of the Filipino indigenous people and their integration in the mainstream society. Very

few studies have been centered on the education indigenous people.

According to Cecilia and Sandoval in their research in 2007, Indigenous people

comprised 8% of the total population in 2000. Only 46% reported having finished

elementary school, 19% finished secondary school, 2% held college diplomas and 18%

of indigenous people reported having no education at all. As a youthful population, 41%

falling into the age bracket 0-14, their continued exclusion from education access poses

a major threat to the achievement of the Millennium Development Goals (MDGs) and the
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Education For All (EFA) Goals.

Progress made in getting children into school was slower than many countries

had anticipated during the second half of the 20 th century. However, a turning point

occurred in the year 2000 with the adoption of the Millennium Declaration and the

accompanying MDGs – the second of which is to achieve universal primary

education by 2015, and the third of which is to achieve gender parity at all levels

of education by 2015. The MDGs galvanized the global community into action and

are credited with ensuring an additional 52 million children were in school, as well as

making significant strides in reaching gender parity in schools.

In part, this is because barriers to education that impact differentially upon

indigenous peoples have not been adequately tackled. Children from poor communities,

ethnic minority groups and indigenous peoples face three main barriers. The first of

these is lack of access. For children to receive an education there must be a school

within safe travelling distance, with teachers and pedagogical materials. In many

countries, this is often not the case, especially for ethnic minorities and indigenous

peoples who tend to live in remote areas or who move around. The second barrier is the

poor quality of the education provided. Children from the poorest communities often

have inferior educational institutions than those from richer communities. Children

from ethnic minorities may be denied the opportunity to learn in their own

language and their curricula and educational materials may be grounded in an

alien culture. They may even be faced with social stigmatization. The third barrier is

relatively poor outcomes. Children from ethnic minorities and indigenous peoples do not

enjoy the same benefits from education as other children. They find it harder to get

jobs, and their education often does not lead to significant contributions to life in

their community.
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The complexity of problems faced by the indigenous cultural communities, as

well as persistent mindsets regarding these problems, have led them to become one of

the most disadvantaged and marginalized groups in the country (Soriano & Sandoval,

20007).

Based on the review of the available literature, it provides insufficient list of

researches that support the reassessing the instructional competencies of Indigenous

People Education (IPED) teachers. It is with this purpose that the researcher embarks

on this undertaking to contribute noble findings in the research society.

III. RESEARCH QUESTIONS

This research determined the Instructional Competencies of Indigenous People

Education (IPED) Teachers in Pangasinan II as a Basis for Training Program.

Specifically, the research sought to answer the following sub-problems:

1. What is the profile of the Indigenous People Education (IPED) teachers in terms of :

1.1 age;

1.2 highest educational qualification;

1.3 length of teaching experience;

1.4 instructional materials being utilized in teaching; and

1.5 resource / learning center in IPED classroom?

2. What is the level of instructional competencies of IPED teachers along:

1.1. Teaching Skills;

1.2. Guidance skills;

1.3. Evaluation Skills?

3. Is there a significant relationship between the profile and level of competency of

teacher respondents?

4. Based on the findings of the study, what training program can be proposed?
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IV. SCOPE AND LIMITATION

The proposed study was only limited on reassessing the instructional

competencies of Indigenous People Education (IPED) teachers in Pangasinan II. The

thirty teachers from Sison, Pozorrubio I and II, San Manuel District, San Nicolas I and II,

and Umingan I and II were the subject of this study.

V. RESEARCH AND METHODOLOGY

A. Sampling

The research cases of this study includes thirty IPED teachers in Pangasinan II,

teaching students of the ethnic groups of Ibaloi, Kalanguya, Bago, Kankaney, and Iwak

during the school year 2018-2019.

B. Data Collection

The data gathering tools used in the research was an adapted questionnaire

from (Nair, 2017) anchored on instructional competencies of IPED teachers. As

mentioned by Nair in 2017, questionnaire is a structured technique for data collection

that consists of a series of questions, written or verbal that a respondent answer.

Questions in questionnaire are the key to the survey research so they must be

developed with caution and to be vital to the survey.

The questionnaire is consists of two parts: the first part was designed to elicit the

respondents’ personal and professional profile. It consisted of questions on the

respondents’ age, education, length of teaching experience in teaching, instructional

materials being utilized in teaching, and resource / learning center in IPEd classroom.

The second part consisted of questions designed to measure the level of

instructional competencies of IPED teachers along Teaching Skills, Guidance skills,

Management Skills, and Evaluation Skills.

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The questionnaire used was interpreted using the Likert scale, a rating scale that

measures attitude or opinion. The said questionnaire uses a scale of 1-5 with the

following specification and corresponding range of interval interpretation:

Relative Value Statistical Limit Descriptive Equivalent (DE)

5 4.20 – 5.00 Very Highly Competent (VHC)
4 3.40 – 4.19 Highly Competent (HC)
3 2.60 –3.39 Competent (C)
2 1.80 – 2.59 Fairly Competent (FC)
1 1.00 – 1. 79 Not Competent (NC)

C. Ethical issues

This study did not cause any physical or psychological harm, discomfort, or

danger that occurred due to research procedures. The research instruments used in this

study was examined by three highly competent and experience IPEd teachers and two

school administrators. Moreover, names of the subjects were removed from all the

instruments by assigning numbers to each form to make sure that there is confidentiality.

Furthermore, no one else except the researcher had the chance to gain access on the

gathered data.

D. Data Analysis

In order to answer the sub-problems of this study, different statistical treatments

were employed. Frequencies, percentages, means, weighted means were used to

answer the research questions on the profile of the respondents and the level of

instructional competencies of the teachers in terms of indicators encompassing all the

skills.

To determine whether the instructional competencies of IPED teachers correlates

with the profile of the said respondents, the Pearson Product - Moment Correlation or

Pearson “ r “ was computed.

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The Microsoft Excel Data Analysis was used in all the statistical needs pertaining

to computations used in this study. The level of significance was set at 0.05 alpha.

VI. DISCUSSION OF RESULTS

Personal Profile of Indigenous People Education Teachers

Table 1 on page 10 presents the over-all picture of the respondents of the study.

The results of the data analysis are as follows:

Age

The table shows that as to the age of the IPED teachers of Pangasinan II, 36.67

percent are 41 and above. Only 16.67 percent are in the early twenties.

The findings demote that most IPED teachers in the division have the maturity

and emotional preparation with considerable experience in teaching IP learners in the

classroom.

Highest Educational Qualification

Apparently, as to the educational qualification, 53.33 percent of the respondents

finished academic requirements in MAEd or Med.

These figures indicate that the teachers are taking their responsibilities as

teachers who seriously continually seek to grow in the service by qualifying themselves

for the job through enrolment in graduate studies. Thus, teachers are fully aware that

they have to continuously acquire new learning in their professional life. Aside from the

new mandate of Continuous Professional Development (CPD) Act of 2016 focusing on

the inculcation of advanced knowledge, skills and ethical values in a post-licensure

specialization or in an inter-or multidisciplinary field of study, for assimilation into

professional practice, self-directed research and / or lifelong learning.

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Resource / Learning Center in IPEd Classroom

In terms of resource / learning centers, a combination of writing center (13%) and

big book center (10%), were among the mostly available in the IPEd classrooms. Buddy

reading center (3%) was the least in the list.

The increase in number of locally prepared/produced big books in the division

was the results of the division initiated projects in capacitating the teachers in developing

their own learning resources.

Table I. Personal Profile of IPEd Teachers in Pangasinan II

Age Frequency (f)

20 -25 years 5
26 -30 years 3
31 -35 years 6
36 -40 years 5
41 years old and above 11
Total 30
Highest Educational Qualification
Bachelors 6
With Masteral Units 5
Finished Academic Requirements in Masteral 16
MAED / MED Graduate 3
With Doctoral Units 0
Total 30
Length of teaching experience
0-5 years 16
6-10 years 0
11-15 years 2
16 years and above 12
Total 30
Instructional Materials Being Utilized In Teaching
Chalkboard 22
Projector 10
Computers 17
Television 17
DVD/CD players 9
local resources 16
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Pictures 20
Charts 22
Real objects 19
Manipulatives 16
Others 1

Resource / Learning Center In IPEd Classroom

Writing center 4
Story retell center 2
ABC center 2
Big book center 3
Buddy reading center 1
Library / research center 2
Listening center 2
Making word center 2
Pocket chart center 2
Poetry center 2
Others 8
Total 30

Level of Instructional Competencies of Indigenous People Education Teachers

The next tables present the answers to problem 2 on the level of instructional

competencies of IPEd teachers in Pangasinan II division.

Teaching Skills

Table 2 on next page presents the data on the level of instructional competencies

of IPEd teachers as to teaching skills. The statements pertaining to programs employed

on teaching skills were found to be “highly competent” as reflected in the overall mean of

4.14.

Beyond helping the learners build competencies in line with DepEd’s learning

standards, IPEd teachers also provide learners with a “safe space” for learning as

perceived from the table by identifying the specific needs of individual learners. IP
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education is unique in that it often takes approaches different from those used in

traditional instruction.

The importance of highlighting indigenous knowledge, skills, practices, and

values is acknowledged and incorporated. To effectively teach IP learners, one of the

identified teaching skills is identifying the interest and capacities of individual learners.

In an article of Dolatre in 2019, it is crucial to understand the world as perceived through

their eyes. Only when connections are made between new information being presented

and a child’s known way of life can learning be relevant and have life-long value. Even

as changes through education are intended for the good of their community, all efforts

must respect to their identity as IPs.

One of the indicators is identifying the specific needs of individual learners, this

will be assessed by IPEd teachers using their own language. Researches by Kosonen

and Young (2009) prove that using their own language in the classroom significantly

improves learning. Muthwii (2007) further said that IP instruction would enable them to

actively and meaningfully participate in the class thereby facilitate optimum learning.

Effective teaching and pedagogical delivery depends majorly on cordial relationship and

free flow of communication between the teachers and the students. Verbal instruction,

which is seen as the easiest form of instructional and teaching delivery system apart

from real experience is always very abstract.

Table 2. Level of Instructional Competencies of IPED Teachers as to Teaching

Skills
Indicators Mean Descriptive Equivalent
Identifies specific needs of individual 4.20 VHC
learners.
Identifies interest and capacities of 4.20 VHC
individual learners.
Identifies learning task to meet the needs 4.20 VHC
of learners.
Analyzes learning task of the learners. 4.00 HC
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Employs strategies to meet the needs of 4.10 HC

learners.
Over-all Mean 4.14 HC

Guidance Skills

Table 3 below presents the data on the level of instructional competencies of

IPEd teachers as to guidance skills. The statements pertaining to programs employed on

guidance skills were found to be “very highly competent” as reflected in the overall mean

of 4.43. Data analysis further revealed that the respondents are “very highly competent”

in five indicators comprising guidance skills.

Learners need a close guidance of their teachers since they belong to the most

vulnerable sectors of the society, suffering from poverty, malnutrition, exploitation,

conflict and violence, discrimination, alienation, of their natural resources and human

rights violation, and severe lack of access to basic services.

In a study conducted by McFarland, et.al. (2008) teachers considered several

positive guidance skills difficult to master, including conflict resolution, positive language

usage, setting and following through with limits, and offering choices. 

Table 3. Level of Instructional Competencies of IPEd Teachers as to Guidance

Skills
Indicators Mean Descriptive Equivalent
Demonstrates maximum involvement of 4.63 VHC
pupils in learning activities.
Creates situations to elicit positive 4.53 VHC
interactions.
Chooses interesting activities to elicit 4.30 VHC
active interactions.
Identifies as member of the learning 4.30 VHC
group.
Employs self - discipline through the 4.37 VHC
learning process.
Over-all Mean 4.43 VHC
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Evaluation Skills

Table 4 presents the data on the level of instructional competencies of IPEd

teachers as to evaluation skills. The statements pertaining to programs employed on

evaluation skills were found to be “highly competent” as reflected in the overall mean of

4.19. The indicators analyzes evaluation results and utilizes evaluation results as a

basis for improving instruction got the highest mean among ten under evaluation skills

with a 4.30 mean. This means that IPEd teachers are very much adept and

knowledgeable on the importance of designing tests correctly, in using their results for

improving their teaching competence and able to analyze the evaluation results.

The measurement of learning through assessment is important because it

provides useful feedback to both instructors and learners about the extent to which they

are successfully meeting the learning objectives. For Wiggens and McTighe,

assessment enables instructors to determine the metrics of measurement for student

understanding of and proficiency in course learning objectives. They argue that

assessment provides the evidence needed to document and validate that meaningful

learning has occurred in the classroom. 

Table 4. Level of Instructional Competencies of IPEd Teachers as to Evaluation

Skills
Indicators Mean Descriptive Equivalent
Uses Table of Specifications as criteria for
accurate evaluations of individual 4.13 HC
performance.
Utilizes table of specification is in
congruent to designed tests. 4.13 HC
Analyzes evaluation results. 4.30 VHC
Interprets evaluation results skillfully. 4.13 HC
Utilizes evaluation results as a basis for VHC
improving instruction. 4.30
Over-all Mean 4.19 HC
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Relationship between the Level of Instructional Competencies of IPEd Teachers

and Profile of Respondent

The following tables present the output of the data analysis of the

Pearson Product Moment Correlation, which seeks to determine the relationship

between the level of instructional competencies of IPEd teachers and profile of

respondents.

Teaching Skill and Profile of Respondents

Table 5 on the next page presents relationship between the level of instructional

competencies as to teaching skills and the respondents’ profile.

As far as teaching skill is concerned, the findings showed three (3) variables

under profile to be significantly related to it. They are IM utilized in the classroom (r =

0.002, < p = 0.05), learning center on IPEd classroom (r = 0.048, p < 0.05), and Highest

educational attainment (r = 0.016, p < 0.05) which all posted a no or negligible

relationship with teaching skills. This means that as the IM utilized in the classroom,

learning center on IPEd classroom, and highest educational attainment increases, the

teaching skills of IPEd teachers in Pangasinan II Division also increases.

Table 5. Correlation between level of instructional competencies as to teaching

skills and the respondents’ profile.
______________________________________________________________________
PROFILE r DE
______________________________________________________________________
IM utilized in the classroom 0.002* No or negligible relationship

Learning center on IPEd classroom 0.048* No or negligible relationship

Highest educational attainment 0.016* No or negligible relationship

_____________________________________________________________________
Legend: r = p value +.70 or higher Very strong positive relationship
DE – Descriptive Equivalent +.40 to +.69 Strong positive relationship
+.30 to +.39 Moderate positive relationship
+.20 to +.29 Weak positive relationship
+.01 to +.19 No or negligible relationship
-.01 to -.19 No or negligible relationship
-.20 to -.29 Weak negative relationship
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-.30 to -.39 Moderate negative relationship

-.40 to -.69 Strong negative relationship
-.70 or higher Very strong negative relationship

Results revealed that a learning center is a self-contained section of the

classroom in which students engage in independent and self-directed learning

activities. Along these lines, learners who are already proficient at a certain skill don’t

have to sit through whole class lectures or activities on it when they have learning

centers they can use during that time. Learning centers can be a way to bring new

material to your students without taking up additional class time.

Teaching aids both in print and those of audio and visual types are of

fundamental importance to the success of teacher education programs. Modern

teaching-learning demand that the necessary facilities, well qualified teachers, suitable

texts and instructional materials are needed to achieve the aims and objectives of

teaching at all levels. Instructional materials constitute alternative channels of

communication, which a teacher can use to convey more vividly instructional information

to learners (Samuel, 2009).

Guidance Skills and Profile of Respondents

Table 6 presents relationship between the level of instructional competencies as

to guidance skills and the respondents’ profile.

The findings showed two (2) variables under profile to be significantly related to

it. They are IM utilized in the classroom (r = 0.004, < p = 0.05), learning center on IPEd

classroom (r = 0.03, p < 0.05) which posted a no or negligible relationship with guidance

skills. This means that as the utilization of IMs in the classroom and learning center on

IPEd classroom increases, the guidance skills of IPEd teachers in Pangasinan II Division

also increases.
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Table 6. Correlation between Level of Instructional Competencies as to Guidance

Skills and the Profile of Respondents
______________________________________________________________________
PROFILE r DE
______________________________________________________________________
IM utilized in the classroom 0.004 No or negligible relationship

Learning center on IPED classroom 0.003 No or negligible relationship

______________________________________________________________________
Legend: r = p value
DE – Descriptive Equivalent
+.70 or higher Very strong positive relationship
+.40 to +.69 Strong positive relationship
+.30 to +.39 Moderate positive relationship
+.20 to +.29 Weak positive relationship
+.01 to +.19 No or negligible relationship
-.01 to -.19 No or negligible relationship
-.20 to -.29 Weak negative relationship
-.30 to -.39 Moderate negative relationship
-.40 to -.69 Strong negative relationship
-.70 or higher Very strong negative relationship

The results negate the research findings of Bukoye in 2019, the professional

counsellors in the state should sensitize all heads of schools and teachers through

seminars and workshops on the importance and good utilization of instructional

materials. Among other recommendations, the government should release enough funds

for IMs.

Instructional materials play a very important role in the teaching-learning process

the availabilities of textbook, appropriate chalkboard, Mathematics kits, Science kit,

teaching guide, science guide, audio-visual aids, overhead projector, among others are

the important instructional materials (Yusuf, 2005),

Evaluation Skills and Profile of Respondents

Table 7 presents relationship between the level of instructional competencies as

to evaluation skills and the respondents’ profile.

The findings showed three (3) variables under profile to be significantly related to

it. They are IM utilized in the classroom (r = 0.043, < p = 0.05), learning center on IPEd
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classroom (r = 0.043, p < 0.05) and gender (r = 0.010, p < 0.05) which posted a no or

negligible relationship with evaluation skills. This means that the gender has impact in

the class management. Moreover, as the utilization of IMs in the classroom and learning

center on IPEd classroom increases, the evaluation skills of IPEd teachers in

Pangasinan II Division also increases.

Evaluation plays an enormous role in the teaching-learning process. It helps

teachers and learners to improve teaching and learning. Evaluation is a continuous

process and a periodic exercise. In learning, it contributes to formulation of objectives,

designing of learning experiences and assessment of learner performance. Besides this,

it is very useful to bring improvement in teaching and curriculum. It provides

accountability to the society, parents, and to the education system.

Table 7. Correlation between level of instructional competencies as to evaluation

skills and the respondents’ profile.
______________________________________________________________________
PROFILE r DE
______________________________________________________________________
IM utilized in the classroom 0.043* No or negligible relationship

Learning center on IPEd classroom 0.043* No or negligible relationship

Gender 0.010* No or negligible relationship

______________________________________________________________________
Legend: r = p value +.70 or higher Very strong positive relationship
DE – Descriptive Equivalent +.40 to +.69 Strong positive relationship
+.30 to +.39 Moderate positive relationship
+.20 to +.29 Weak positive relationship
+.01 to +.19 No or negligible relationship
-.01 to -.19 No or negligible relationship
-.20 to -.29 Weak negative relationship
-.30 to -.39 Moderate negative relationship
-.40 to -.69 Strong negative relationship
-.70 or higher Very strong negative relationship
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Proposed Training Program. To capacitate teachers handling IPEd in

delivering and ensuring quality education in Pangasinan Division II, the following training

programs as stipulated in DepEd Order No. 22, s. 2016 are implemented:

Curriculum and learning resources development in line with the objective to make

the curriculum sensitive and responsive to the cultural and social context of the IP

learners being served by the school/learning program, as well as producing the needed

culture-based learning resources. Activities under this thematic area may be related to

any of, but not limited to, the following: (1) Curriculum contextualization and learning

resources development sessions, consultations, and workshops of school and division

personnel with IP elders, leaders, culture bearers (who may be invited as resource

persons); and community representatives and other relevant stakeholders, (2)

Production of learning materials with content duly validated with concerned IP

communities and that have undergone quality assurance.

Capacity building to develop the knowledge, skills, and attitudes (KSAs) of

teachers, managers, and personnel across DepEd offices/units to be effective IPEd

implementers/managers, which may involve resource persons coming from the

community. Activities under this thematic area may be related to any of, but not limited

to, the following: (1) Training/retooling of teachers and school heads for IPEd

implementation, (2) Workshop-sessions on Indigenous Learning Systems (ILS), (3)

Workshop-session on community engagement and partnership building for IPEd, (4)

Technical assistance training for supervisors of schools implementing IPEd.

Education planning for IPEd at the division and school levels which shall cover

prerequisite processes and requirements for appropriate curriculum development and

implementation, learning materials development, and other fundamental aspects, and

may involve resource persons from the community. Activities under this thematic area

may be related to any of, but not limited to, the following: (1) Training of school heads
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and supervisors on Culture responsive/Ancestral Domain-based School Improvement

Plan (SIP), (2) Training of supervisors for technical assistance on Culture

responsive/Ancestral Domain-based SIP, (3) Orientation/training of the School Planning

Team and other stakeholders on Culture-responsive/Ancestral-Domain based SIP, (4)

IPEd planning activities of Schools Division Offices and schools with IP learners.

VII. DISSEMINATION AND ADVOCACY PLANS

The findings of this study provided empirical information that formed bases in

making the curriculum culturally responsive to the specific community context of IP

learners; building the capacity of teachers, school heads, and other concerned

personnel at different levels of governance in implementing culture-based education for

IPs; supporting the development of culturally appropriate learning resources and

learning environment responsive to the specific community context of IP learners;

strengthening the policy environment supportive of IPEd; and addressing the learning

needs of IP learners who lack access to basic education services. The contextualized

IPEd programs in Pangasinan II supported the realization of the K to 12 Basic Education

Curriculum, which subscribes to the following standards and principles, among others:

inclusive, culture-sensitive, and flexible enough to enable and allow schools to localize,

indigenize, and enhance based on the community’s educational and social context. The

results were communicated to proper authorities through proper channeling at the office

of the Division Education Supervisor, DepEd Region 1 during annual IPEd Congress.
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Capistrano, R. C. G. 2010 Indigenous Peoples, Their Livelihoods and Fishery Rights in

Canada and the Philippines: Paradoxes, Perspectives and Lessons Learned.
New York, NY: United Nations

EMRIP (2009), Study on lessons learned and challenges to achieve the implementation
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 23

FINANCIAL REPORT
 24

APPENDIX A

Questionnaire for the IPED Teachers in Public Schools of Pangasinan II

Dear Respondent,

This is a survey collecting data about instructional competencies of

Kindergarten teachers in public schools in Pangasinan II. The aim of this study is to

determine the Instructional Competencies of Indigenous People Education (IPED)

Teachers in Pangasinan II as a Basis for Training Program.

Thank you very much for giving some of your time to complete the questionnaire.

Sincerely yours,

JEROME S. PARAS, Ed. D.

Researcher
 25

APPENDIX B

SURVEY QUESTIONS FOR IPED TEACHERS IN PUBLIC SCHOOLS OF

PANGASINAN II

Name (Optional): __________________________ School______________________

INSTRUCTIONS

 Attached is a questionnaire on personal and professional profile of kindergarten

teachers and their instructional competencies.

 Please take your time to respond to the questions.

 All responses will be treated with confidentiality.

Section 1: Demographics

The Following are questions about you. Please check what applies to you. Identify your

__________.

1. Age

20 -25 years
26 -30 years
31 -35 years
36 -40 years
41 year- or more

2. My highest qualification is

1. Bachelors
2. Bachelors in ECE
3. With Masteral Units
4. With Masteral Units in ECE
5. Finished Academic Requirements in
Masteral
6. Finished Academic Requirements in
Masteral in ECE
7. MAED / MED Graduate
8. MAED / MED Graduate in ECE
9. With Doctoral Units
 26

10. With Doctoral Units in ECE

11. Finished Academic Requirements in
Doctoral
12. Finished Academic Requirements in
Doctoral in ECE
13. Ed.D./PhD Graduate
14. Ed.D./PhD Graduate in ECE

3. Length of Teaching Experience in Kindergarten (in Years)

0-5
6-10
11-15
16 -20
21 and above

4.Instructional Materials Being Utilized in Teaching

Chalkboard
Projectors
Computers
Television
DVD / CD Player
Local Resources
Pictures
Charts
Real Objects
Manipulatives
Others

7.Resource / Learning Center in Kindergarten Classroom

Writing Center
Story Retell Center
ABC Center
Big Book Center
Buddy Reading Center
Library / Research Center
Listening center
Making Word Center
Pocket Chart Center
Poetry Center
 27

Section 2

A. Level of Instructional Competencies as to Teaching Skills

Relative Value Descriptive Equivalent (DE)

5 Very Highly Competent
4 Highly Competent
3 Competent
2 Fairly Competent
1 Not Competent

Check the appropriate rating for every indicator. Use the descriptive equivalent
presented above.

Indicator 5 4 3 2 1
1. Identifies specific needs of individual pupils.
2. Identifies interest and capacities of individual pupils.
3. Identifies learning task to meet the needs of children.
4. Analyzes learning task.
5. Employs strategies to meet the needs of children.

B. Level of Instructional Competencies as to Guidance Skills

Indicator 5 4 3 2 1
1. Employs self - discipline through the learning process.
2. Identifies as member of the learning group.
3. Chooses interesting activities to elicit active interactions.
4. Creates situations to elicit positive interactions.
5. Demonstrates maximum involvement of pupils in learning
activities.

C. Level of Instructional Competencies as to Evaluation Skills

Indicator 5 4 3 2 1
1. Uses Table of Specifications as criteria for accurate
evaluations of individual performance
2. Utilizes table of specification is in congruent to designed
tests.
3. Analyzes evaluation results.
4. Interprets evaluation results skillfully.
5. Utilizes evaluation results as a basis for
improving instruction.
 28

APPENDIX C

RESULTS OF SURVEY QUESTIONS