Pedagogical Practices, Community Involvement, and School Performance of Indigenous Peoples’ Education

This study determined the extent of pedagogical practices, community involvement, and school performance in Indigenous Peoples’ Education (IPEd) schools. Using a convergent mixed-methods design, quantitative data were obtained through validated surveys administered to teachers and school heads. In contrast, qualitative data were gathered through interviews and focus group discussions. School performance indicators, academic achievement, reading proficiency, promotion rate, graduation rate, and attendance were analyzed using official school records. Findings revealed that pedagogical practices were implemented to a high extent, particularly in curriculum contextualization, culturally responsive teaching, and the use of Indigenous languages. Community involvement was also high to very high, notably in partnerships with stakeholders and parental and elder engagement. However, a performance paradox was observed: despite near-perfect promotion and graduation rates, reading proficiency, especially in English and Filipino, remained critically low. Correlation analysis showed weak or non-significant relationships between pedagogy, community involvement, and academic outcomes. Qualitative findings attributed this gap to systemic barriers, including rigid national curriculum structures, limited culturally relevant learning materials, socio-economic constraints, and inadequate professional training. The study concludes that while IPEd programs are effective in strengthening cultural identity, engagement, and learner retention, they are insufficient in ensuring fundamental literacy skills without strong institutional support. Policy reforms must focus on curriculum flexibility, localized resource production, targeted literacy interventions, and continuous teacher development to achieve culturally sustainable and academically effective Indigenous education.