Alienation Amidst Ethnicity: Unveiling the Journey of Non-Indigenous People Teachers with Indigenous People Learners

This study explored the experiences of non-Indigenous teachers teaching Indigenous learners in community schools located in Barangay Datal Anggas, Alabel IV District, Sarangani Province. The study examined the challenges encountered by non-Indigenous teachers, the coping mechanisms they employed, and the insights they gained while teaching in Indigenous communities. Using a qualitative multiple-case study design, five (5) non-Indigenous teachers were purposively selected and participated in in-depth interviews. Data were analyzed through cross-case analysis to identify similarities and differences across participants’ experiences. Findings revealed that participants experienced challenges related to language barriers, cultural adjustment, localization difficulties, and limited instructional resources. Despite these challenges, participants adopted various coping mechanisms, including contextualized instruction, language adaptation, creative teaching approaches, and building harmonious relationships with learners and communities. Their experiences also led to meaningful insights involving cultural appreciation, professional fulfillment, stronger community connections, and increased intercultural understanding. In conclusion, non-Indigenous teachers encountered diverse challenges while working in Indigenous learning environments; however, they demonstrated adaptability and resilience through various coping strategies and meaningful engagement with Indigenous communities. Findings imply the need for culturally responsive teacher preparation programs, language enhancement initiatives, and strengthened community partnerships to support teachers and promote more inclusive and effective educational environments. These findings contribute to educational management by emphasizing the importance of institutional support systems that enhance teacher preparedness, intercultural competence, and quality education for Indigenous learners.