Abstract
Teachers’ perspectives are essential in understanding how Indigenous Peoples Education program is implemented in schools. This study explored how teachers in the Zamboanga City Division perceive the implementation of Indigenous Peoples Education (IPEd) in their schools during the School Year 2024-2025, focusing on two main areas: the level of attainment of IPEd objectives and the extent to which implementation addressed the Seven Policy Framework on Indigenous Peoples Education. It also explored the relationship between these areas and tested for differences in perceptions based on school size, years of implementation, and dominant tribal affiliation using One-Way Analysis of Variance. Using a descriptive-correlational research design, data were collected from 138 teachers across 49 implementing schools through a validated survey questionnaire. Results revealed that teachers rated both the attainment of IPEd objectives (M = 4,31, SD = 0,57) and the extent of program implementation (M = 4,28, SD = 0,61) as highly achieved, with policy support receiving the highest ratings. Lower scores were observed for curriculum contextualization and external collaboration, reflecting ongoing challenges in fully adapting instruction to indigenous learners’ cultural contexts. Pearson correlation indicated a strong and significant positive relationship between attainment and implementation (r = 0,682, p < 0,001). No significant differences were found across school size, years of implementation, or dominant tribal affiliation. These suggest that the IPEd Program has been largely successful in institutionalizing inclusive, culture-based education, while highlighting areas for improvement, including curriculum contextualization, community collaboration, and continuous teacher training. Future research may incorporate qualitative insights from indigenous learners and community leaders to further understand IPEd practices.
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