Capacity-Building Outcomes on the Pedagogical Competence and Cultural Responsiveness of Teachers Serving Indigenous People

Merasol Manapos Aranquez

doi:10.36948/ijfmr.2026.v08i03.81126

Capacity-Building Outcomes on the Pedagogical Competence and Cultural Responsiveness of Teachers Serving Indigenous People

Author(s)	Ms. Merasol Manapos Aranquez
Country	Philippines
Abstract	Capacity-building for teachers in Davao Oriental has successfully moved beyond mere compliance, fostering a genuine shift in professional identity where indigenization and contextualization are now the core operating logics of classroom practice. Feedbacks from several respondents confirmed that seminars are transformative in building motivation and foundational knowledge. Moreover, the research concludes that cultural responsiveness is not a static achievement or a "finished" skill. Respondents were nearly evenly distributed across the 1–5 year (30.2%), 6–10 year (29.5%), and 11–20 year (27.3%) brackets, indicating a mix of beginning and experienced educators. Notably, 61.9% identified as IP teachers, reflecting the strong cultural representation of educators in IP-serving schools across Davao Oriental. The capacity-building seminars appear to have cultivated a strong indigenization-first orientation in lesson design, consistent with Gay’s (2018) principle of culturally congruent instruction. The lowest-rated item, planning lessons aligned with IP learners’ needs (M = 3.50), remains well within the very high range, suggesting that while all competencies are strong, deeper scaffolding around needs-based planning could further strengthen instructional alignment. The gap between seminar learning and classroom practice is widened by the absence of follow-through materials, unified lesson plan templates, and sustained institutional resources to support post-training application. Addressing this gap is identified as the highest-priority structural improvement needed in the capacity-building program.
Keywords	Capacity-Building, Pedagogical, Responsiveness, Indigenous People
Field	Sociology > Education
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-06-12
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.81126

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Capacity-Building Outcomes on the Pedagogical Competence and Cultural Responsiveness of Teachers Serving Indigenous People

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