The Peculiar Culture of Samal Bangingi Stakeholders: Key to Improve School Connectedness

Togetherness and unity describe Samal, while being an anti-begging Samal defines a Bangingi. Exploring the peculiarities and uniqueness of Samal Bangingi culture of the Samal Bangingi stakeholders of Payao Central Elementary School is the study's primary purpose. This qualitative study, which employed the Realist Ethnography Approach, allowed the active participation of the 8 Samal Bangingi parents of the school. It followed the ethnographic principles of Wolcott (2000) in deriving the concepts following the triangulation technique of gathering data, in which in-depth interviews, focus group discussions, and observations were the primary activities employed in the method. Tando Pataom, Masanang, and Lumantic sitios, which were located in the coastal areas of the place with 100% Muslim inhabitants, were the identified locations in Payao, Zamboanga Sibugay for the study's data gathering. The result of this ethnographic was divided into three categories: cultural background, perspectives, and traditions. These categories were described by the nine themes of the study, such as History of Samal Bangingi; origin of Samal Bangingi; meaningful symbols and structures; perceptions; fortunes and misfortunes; characteristics and behaviors; the significance of rituals and ceremonies; Faith and Devotions; and livelihood and products of Samal Bangingi. The results and findings of this study ended up revealing the unique and peculiar aspects of the Samal Bangingi culture, which highlighted the aspects: the essence of vinta and pearl as the primary symbols of the tribe; togetherness and unity as a reflection of their primary characteristics; and inspired withe the line which says, "we prefer to die hungry than to live as beggars." The results and findings of the study may help their children rebuild their self-esteem and gain the respect and trust of the environment. These are determinants of healthier perceptions in life, resulting in a high level of school connectedness, significantly influencing the learners' academic engagement in the school.