Voices of the Teachers: A Qualitative Inquiry into How Socio-Cultural Backgrounds Influence Teaching English Proficiency among Indigenous Learners in Kalamansig

Abstract

This qualitative phenomenological study explored the lived experiences of public secondary school teachers in Kalamansig, Sultan Kudarat, as they navigated the complex intersection of standardized instruction and the diverse socio-cultural backgrounds of indigenous Manobo and Teduray learners. Recognizing English proficiency as a critical national mandate, this research aimed to amplify the "voices of the teachers" serving as frontline implementers and cultural brokers in multicultural classrooms. Specifically, the study investigated the pedagogical challenges encountered, teachers' perceptions of how indigenous culture influences student engagement, and the practical, culturally responsive strategies developed to make English learning meaningful. Utilizing purposive sampling, five to eight experienced teachers participated in in-depth, semi-structured interviews and Focus Group Discussions. The gathered narratives were systematically interpreted using thematic analysis. Grounded in Vygotsky’s Sociocultural Theory, Bronfenbrenner’s Ecological Systems Theory, and Culturally Responsive Pedagogy, the research highlighted the profound "epistemological clash" teachers faced, alongside language barriers and a lack of contextualized materials. In response, teachers employed innovative strategies such as translanguaging, localized contextualization, and deep relationship-building to bridge the gap. The findings of this study provided crucial, ground-level insights for the Department of Education, school administrators, and educational stakeholders. By uncovering the daily pedagogical realities and professional agency of these educators, the study advocated targeted professional development and robust institutional support systems for the Indigenous Peoples Education (IPEd) Program and fostering a more equitable, inclusive learning environment. Keywords: Qualitative inquiry, lived experiences, indigenous learners, English proficiency