Teachers' Knowledge and Competence in Integrating Indigenous Knowledge Systems and Practices at Tinoc National High School

This study employs a descriptive-comparative research design to determine the levels of knowledge and competence of 24 teachers at Tinoc National High School, with a focus on teaching Indigenous Knowledge and Systems and Practices (IKSP). It also analyzes whether there are significant differences between teachers in Junior High Schools and Senior High Schools in terms of IKSP integration and levels of knowledge and competence in this field. The findings showed that the respondents are informed and proficient, indicating that they highly integrate IKSP into their teaching practices. According to teachers, they were very knowledgeable in instructional planning, particularly in creating culturally responsive lessons and resources that reflected their students' diverse cultural backgrounds. They demonstrated their ability to employ strategies such as planning lessons based on students' developmental needs, creating culturally relevant activities, and incorporating examples learners were familiar with. Nonetheless, additional training is required to adapt instruction to the demands of various cultures and to learn more about students' personal home lives, backgrounds, and interests. The results also indicate that educators can provide instruction using several culturally responsive strategies. They create successful classroom conditions that acknowledge cultural self-identity, belonging, and collaboration. Nevertheless, other practices that were rated slightly lower included updating instructional resources to better represent more cultural groups and welcoming students in their native language, both of which offer potential for further professional growth. Regarding the area of assessment, the teacher is well-informed in implementing culturally responsive evaluation practices; however, practical activities such as community service and journaling IKSP reflections appeared to be rated lower. In general, there were no significant differences between teachers in Junior and Senior High Schools or between the concepts of knowledge and competence, indicating the homogeneous application of IKSP across all aspects of teaching. The study suggests that ongoing professional training in culturally responsive assessment and instruction is necessary to achieve the successful incorporation of the IKSP. It is suggested that collaboration with indigenous communities be enhanced and that the IKSP be integrated into curriculum policies to maintain culturally inclusive education.