Jecristopher B. Baldeo

Bataan National High School Senior High School

Completed 2026

ABSTRACT

This study examined the lived experiences, instructional challenges, and coping mechanisms of non-Indigenous Peoples (IP) senior high school educators teaching Grade 11 and 12 Aeta learners at Bataan National High School–Senior High School. Specifically, it sought to address the policy-practice gap in culturally responsive education by exploring how teachers navigate diverse cultural and linguistic contexts in delivering instruction to Indigenous learners. The study employed a qualitative case study design within a participatory action research framework. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and teacher reflection journals. Findings revealed two major instructional challenges: the socio-cultural disconnect between standardized learning modules and the lived experiences of Aeta learners, and linguistic barriers that contributed to student anxiety and limited classroom participation. To address these challenges, teachers collaborated with tribal elders in developing contextualized learning materials grounded in Indigenous Knowledge Systems and Practices (IKSP) and implemented culturally responsive and differentiated assessment strategies. These interventions contributed to improved learner engagement, increased academic agency, more stable attendance, and reduced social biases within the learning environment. The study is limited to the experiences of two non-IP teachers and fourteen Aeta students in a single senior high school setting, thereby limiting the generalizability of the findings. Nevertheless, the study offers valuable empirical evidence supporting the integration of localized culturally responsive teaching practices. Its findings provide a practical and scalable model for inclusive education and inform the implementation of policies promoting culturally sensitive and equitable learning environments for Indigenous learners.