Teaching in Indigenous Peoples' Schools: Teachers' Chronicles of Fostering Multicultural Literacy

This study explored the difficulties and lived experiences of non-Indigenous teachers in Tboli Integrated School within an Indigenous community context. It aimed to deepen understanding of how cultural context influences teaching and learning and to identify strategies and institutional support mechanisms that enhance the effectiveness of non-IP teachers in Indigenous educational environments. Five non-IP teachers from Tboli Integrated School, Division of South Cotabato, were selected through purposive sampling. Using a narratology approach, the study foregrounded teachers’ narratives, providing rich first-person accounts of teaching in culturally diverse classrooms. Emerging themes revealed significant challenges, including cross-cultural and multilingual classroom interactions, limited school community support, and the need to strengthen rapport, trust, and responsiveness to diverse Indigenous learners. Despite these challenges, teachers demonstrated culturally responsive teaching strategies, integration of technology and learning resources, and efforts to foster inclusivity. Findings further highlight the importance of developing culturally responsive curricula grounded in Indigenous knowledge systems, strengthening community engagement and partnerships, and promoting collaborative curriculum design involving teachers and stakeholders. The study underscores the value of narrative-based inquiry in capturing educators’ lived experiences and highlights the need for further research on the long-term impact of culturally grounded and technology-supported teaching practices. Overall, the study contributes to theory and practice by enhancing understanding of teachers’ adaptive capacities and promoting inclusive, culturally responsive educational frameworks.