Fe M. Casamayor1*, Ester Z. Plaga2
1-2 Mindanao State University- General Santos City, Philippines
Corresponding Author’s Email: buddy1125330@gmail.com
How to cite:
Casamayor, F. M., & Plaga, E. Z. (2025). Implementation of Indigenous Peoples Education program and school practices, governance, and performance in SOCSARGEN. International Journal of Interdisciplinary Viewpoints, 1(2), 145–152.
ABSTRACT
This study evaluated into how the Indigenous Peoples’ Education (IPEd) Program was used in several SOCSARGEN-affiliated schools in General Santos City, Sarangani Province, and South Cotabato. The study utilized quantitative methodologies and a descriptive-correlational research approach to find out how widely the IPEd program has been implemented and whether it is linked to government policies, school practices, and overall performance. Many people in the neighborhood use the IPEd program, which demonstrates that they are highly committed to teaching everyone in a way that respects their culture, as the results reveal. Schools that are known for having good operating processes usually educate indigenous methods of knowing and doing things. Still, they said that things like making plans and working together with other agencies need to become better. It is also crucial to note that the research did not find a link between IPEd’s efficacy and academic success. This shows that implementation doesn’t have much of an influence on performance, even when it goes well. The study recommends that planning based on data should be better, school leaders should have more training, and people should be able to provide feedback on a regular basis.
Keywords: Implementation, Indigenous People, Education Program
Received: 17 May 2025 Revised: 31 May 2025 Accepted: 14s Jun 2025 Available: 30 Jun 2025 © The Authors
REFERENCES
Anderson, G. L. (2009). Advocacy Leadership: Toward a Post-Reform Agenda in Education. Routledge.
Bishop, R., Berryman, M., Wearmouth, J., Peter, M., & Clapham, S. (2009). Developing responsive school governance for Maori students. The New Zealand Annual Review of Education, 18, 23–45.
Brayboy, B. M. J., & Castagno, A. E. (2009). Self-determination through self-education: Culturally responsive schooling for Indigenous students in the USA. Teaching Education, 20(1), 31–53.
Datnow, A. (2005). The Sustainability of Comprehensive School Reform Models in Changing District and State Contexts. Educational Administration Quarterly, 41(1), 121–153.
del Carmen Salazar, M. (2013). A humanizing pedagogy: Reinventing the principles and practice of education as a journey toward liberation. Review of Research in Education, 37(1), 121-148.
Epstein, J. L. (2011). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Routledge.
Fullan, M. (2007). The New Meaning of Educational Change (4th ed.). Teachers College Press.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. teachers’ college press.
Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership & Management, 30(2), 95–110.
Harris, A., & Jones, M. (2015). Transforming education systems: Comparative and critical perspectives. Bloomsbury Publishing.
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally Responsive School Leadership: A Synthesis of the Literature. Review of Educational Research, 86(4), 1272–1311.
Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools. Educational Researcher, 35(7), 3–12.
McCarty, T., & Lee, T. (2014). Critical culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty. Harvard educational review, 84(1), 101-124.
Nieto, S. (2010). The Light in Their Eyes: Creating Multicultural Learning Communities. Teachers College Press.
Simpal, E. A., & Robles, A. C. (2024). Education 4.0: Awareness, Readiness, and Digital Competence of Higher Education Institutions (HEIs) Faculty in Region XII. Readiness, and Digital Competence of Higher Education Institutions (HEIs) Faculty in Region XII (November 10, 2024).
Sleeter, C. E. (2011). The Academic and Social Value of Ethnic Studies: A Research Review. National Education Association Research Department.
Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387–431.
Villegas, A. M., & Lucas, T. (2007). The culturally responsive teacher. Harvard Education Press.