Teachers’ beliefs in providing education to indigenous learners: meaning, context and purpose

Angelie M. C.  Gomez; Wilfred D.  Bidad

doi:10.51798/sijis.v2i1.77

Authors

Angelie M. C. Gomez Mindanao State University, General Santos City / Federico Yap National High School https://orcid.org/0000-0002-7894-8577
Wilfred D. Bidad Mindanao State University, General Santos City https://orcid.org/0000-0002-1405-3889

DOI:

https://doi.org/10.51798/sijis.v2i1.77

Keywords:

Teachers’ Beliefs, Cultural context, Institutional context, Self- Awareness, Self- Reflection and Personal Beliefs, Prior Experiences, Teacher Education Preparation

Abstract

This study determined the beliefs of teachers teaching Bagobo- Tagabawa learners in five remote secondary schools in Davao del Sur. It sought to understand beliefs as well as the factors that shaped these beliefs. Sentiment analysis was also done to further understand the nature of these beliefs. Using convergent parallel mixed method, the researcher conducted a survey to 48 teachers, 3 sets of focus group discussions and 14 in-depth interviews. Results indicated that the teachers held both learner- centered and non- learner centered beliefs about learners and learning and teaching. They also portrayed roles in the classroom as educator, counsellor, controller, resource provider, second parents and learners. Cultural context, institutional context, self- awareness, self- reflection and personal beliefs, prior experiences, teacher education preparation and learners’ needs, interest and performance were the factors that shaped teachers’ beliefs. Teachers and IP learners conveyed the following sentiments: angry, anticipation, disgust, fear, joy, sadness surprise and trust during the interviews.

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