Abstract
This qualitative study explored the challenges faced by non-IP teachers in IPEd-implementing schools. Data were collected through in-depth interviews with eight non-IP teachers and analyzed thematically to uncover significant challenges including language, geographical, and learner engagement barriers. In the language barrier, the teachers are unable to speak and understand the native dialect and they have difficulty in delivering of lessons in indigenous language. Geographic barrier causes teachers to struggle in reaching the schools and face risky roads and pathways. While in learner-engagement barrier, teachers observe that learners are less participative and commit habitual absences. These challenges collectively obstruct effective education delivery in IPED contexts. Coping mechanisms of non-IP teachers include learning the native language, navigating distance for school punctuality, and involving sense of empathy and understanding unique backgrounds of the learners. Further, an intervention plan was formulated that may assist non-IP teachers in enriching the educational experiences of Indigenous learners and strengthen community partnerships.
