Implementation of Indigenous Peoples Education (IPEd) Program and Academic Resilience of Teachers

Basis for a Proposed S.I.P.E.T.R. Program

Abstract

This study explores the relationship between the implementation of the IPEd program and the academic resilience of teachers, identifying key areas for interventions. It utilized quantitative research, specifically a non-experimental descriptive correlational research design with data analyzed using Mean, Pearson correlation and regression. It was conducted in Magsaysay South District, Division of Davao del Sur, among 150 elementary teachers, selected through universal sampling technique. The findings indicate a high level of implementation of the Indigenous Peoples Education (IPEd) Program and a very high level in academic resilience of teachers. The finding further indicates that there is a positive significant relationship between teachers’ academic resilience and IPEd program implementation. Overall, the null hypothesis is rejected. The study underscores the critical role of targeted interventions in sustaining the implementation of the IPEd program and enhancing teacher resilience. By focusing on teacher training, language proficiency, and culturally responsive assessment methods, educational institutions can better support teachers in indigenous communities, ultimately leading to improved educational outcomes. The study highlights that empowering teachers through academic resilience and culturally rooted training is vital for the long-term success and sustainability of indigenous people education programs.