Navigating Transcultural Education: Lived Experiences of Non-Local Teachers in the Tboli IPED Program

This study explored the lived experiences of non-local teachers implementing the Indigenous Peoples Education (IPED) Program of the Department of Education in Tboli West District, Schools Division of South Cotabato. It specifically examined their challenges, coping strategies, emotional experiences, and professional growth within transcultural teaching contexts. A qualitative research design employing a phenomenological approach was used to capture the essence of participants’ experiences. Ten (10) non-local public elementary school teachers from IPED-implementing schools were selected through purposive sampling. Data were collected through in-depth individual interviews and analyzed using Colaizzi’s Method, which yielded significant statements and emergent themes. Findings revealed three major themes: (1) lived experiences in implementing IPED in transcultural settings, (2) emotional responses to teaching within Indigenous contexts, and (3) perceived impacts on personal and professional development. Results showed that non-local teachers demonstrated adaptability, empathy, and resilience in navigating cultural differences and fostering inclusive learning environments for Indigenous learners. Despite these strengths, participants also reported emotional strain, cultural adjustment difficulties, and instructional challenges related to contextualizing learning materials and practices. The study underscores that effective IPED implementation requires not only pedagogical competence but also strong cultural sensitivity and sustained reflective practice. It is recommended that the Department of Education strengthen targeted pre-service and in-service training programs on Indigenous education, expand structured mentoring and cultural immersion programs for non-local teachers, and enhance school-based support systems that promote emotional well-being and professional adjustment. Furthermore, closer collaboration with Indigenous communities is recommended to ensure culturally responsive and contextually grounded instruction. These findings have important implications for policy and practice, contributing to the development of more inclusive, culturally sustaining, and emotionally supportive educational environments for both teachers and Indigenous learners in the Philippine basic education system.