Indigenization of the Curriculum and its Influence to Culture Preservation in Indigenous Peoples Education Implementing Schools

This Research and Development (R&D) study aimed to determine the extent of indigenization of school curriculum and its influence to culture preservation as a basis in designing strategies in implementing the Indigenous Peoples Education (IPEd) in Maitum. The study involved five school heads, 50 teachers, and 50 parents as respondents. Data were analyzed using weighted mean. Based on the results of the study, the indigenization of the curriculum was highly observed with an overall weighted mean score of 3.78. On the other hand, the implementation of the indigenized school curriculum by the teachers was moderately observed with an overall weighted mean of 3.43. Moreover, as perceived by the parents, the IPEd-compliant practices often preserve Tboli culture with a mean score of 4.03. Hence, the proposed strategies such as training sessions and workshops are highly recommended to strengthen the cultural awareness and sensitivity among the teachers.