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This study explored the pedagogical challenges of nine (9) non-IP teachers in Barabat Elementary School and Barabat Elementary School- Cagan Extension using in-depth interview in eliciting responses. A qualitative-phenomenological research design was used in the study. As revealed in the study, the lived experiences of non-IP in teaching indigenous school were respect their culture, build trust and relationship, use indigenous language, utilize limited resources, understand students challenges and cultural immersion. The challenges encountered by the participants were language barriers, limited resources, building trust, navigating complexities, cultural barriers, and hardships in contextualizing lessons. Cultural differences, language barriers, limited access of technology, cultural practice, and learners’ absence were the teaching barriers encountered in dealing with learners. The teaching strategies found difficult to adjust were using indigenous language, contextualized learning, applying not culturally relevant or familiar absence, oral participation, differentiated instruction, and experiential learning. The participants’ ways of coping the challenges in teaching students were learning indigenous language, utilizing local resources, sought guidance from parents, teachers, and community, adjusting strategy, building strong relationship, made conscious effort to learn, incorporate more student-centered learning approaches, communicate with parents, being patient and innovative, and immersing community learning. The effective teaching strategies employed in delivering instruction to IP learners were using contextualized learning, storytelling, hands-on activities, visual aids, peer teaching, group work strategy, community-based learning and experiential learning, spiral curriculum, and building relationships with the community. Among the strategies employed by the teachers, hands-on and active learning, using native language, teaching cultural context, authentic learning experiences, real-life strategies, collaborative learning, having colorful and meaningful instructional material, and storytelling sessions with the elders were the specific strategies found effective. The insights gained by the participants were having deeper understanding and respect indigenous school, to be creative in finding approaches, practice higher patience, respect and love, having community connection, and taking time to understand learners’ roots and context. The contribution of these insights on the enhancement of school program were develop meaningful program, strengthen community participation, finds the meaning of learning dedication, cultural awareness and sensitivity, holistic approach to education, builds trust, camaraderie, and respect, and creates supportive environment. |