Teaching in an IP School Community: A Single Case Study of Non-Indigenous Public-School Teachers in Davao City, Philippines

Abstract

This study aimed to explore the challenges, coping strategies, and insights of non-Indigenous public-school teachers working in an Indigenous Peoples (IP) school community in Davao City, Philippines, using Gay’s Culturally Responsive Teaching Theory as a framework. Using a qualitative single-case study design, the research was conducted in a selected IP school in Davao City. Data were gathered through five in-depth interviews and six focus group discussions with selected teachers, guided by semi-structured questions. This study adopted a single-case qualitative approach and used thematic analysis. Findings revealed that teachers in IP schools faced significant challenges, particularly in adapting to students’ native languages and navigating cultural differences that often led to culture shock. Coping strategies emphasized interactive teaching, active student involvement, and fostering social understanding while cultivating supportive connections within the school community. Teachers demonstrated resilience and adaptability by balancing personal and professional growth, managing expectations, and enhancing learning environments to meet diverse needs. Insights showed that coping meant reshaping teaching philosophies and finding growth through challenges, with motivation drawn from the impact of their work. These findings have practical implications for schools and educators, suggesting the need to strengthen teacher support programs and develop structured strategies that help non-IP teachers adapt, build resilience, and engage effectively in Indigenous school contexts. The study also offers directions for future research, encouraging investigations into the experiences of non-Indigenous educators in IP communities to inform evidence-based policies and practices for sustaining educational resilience.