ALIVE in Action: Culturally Responsive Teaching Self-Efficacy, Outcome Expectancy, and Practices of Arabic Language and Islamic Values Education Teachers in Polomolok, South Cotabato

This study examined the culturally responsive teaching self-efficacy, outcome expectancy, and practices of Arabic Language and Islamic Values Education (ALIVE) teachers in Polomolok, South Cotabato. Culturally responsive teaching is essential in ensuring meaningful, inclusive, and contextually appropriate instruction for Muslim learners in the ALIVE program. A sequential explanatory mixed-methods design was employed, involving ten (10) ALIVE teachers from selected public elementary schools. Quantitative data were collected using adapted Culturally Responsive Teaching Self-Efficacy (CRTSE) and Outcome Expectancy (CRTOE) scales based on Siwatu (2007), while qualitative data were obtained through focus group discussions. Data were analyzed using descriptive statistics, Pearson product-moment correlation, and thematic analysis. Results revealed a moderately high level of CRTSE (M = 3.4) and a high level of CRTOE (M = 3.6). Findings further showed a very low positive correlation between self-efficacy and outcome expectancy (r = 0.031), indicating a weak relationship between teachers’ confidence in culturally responsive teaching and their expectations of learner outcomes. Qualitative results identified that culturally responsive teaching practices are shaped by professional experience, learner-centered instruction, Islamic values integration, and cultural representation in teaching strategies. However, implementation is constrained by language diversity among learners, student absenteeism, limited instructional resources, weak home–school collaboration, and socio-familial challenges affecting learners’ participation and performance. Overall, the study demonstrates that although ALIVE teachers possess positive beliefs and expectations toward culturally responsive teaching, contextual and institutional barriers limit consistent implementation. Strengthening targeted professional development, instructional support, and school-community collaboration is recommended to enhance culturally responsive teaching practices in ALIVE education and improve learner engagement and outcomes.