KNOWLEDGE AND COMPETENCE OF TEACHERS ON THE INTEGRATION OF INDIGENOUS KNOWLEDGE SYSTEMS AND PRACTICES

Abstract

ABSTRACT

This descriptive study primarily aimed to determine the knowledge and competence of Social Studies teachers on the integration of Indigenous Knowledge Systems and Practices (IKSP) in Instructional Planning, Instructional Implementation and Assessment and Evaluation procedures. Likewise, to identify the challenges and difficulties encountered by Social Studies teachers in integrating Indigenous Knowledge Systems and Practices (IKSP) in teaching. The instruments used included a questionnaire on Teacher’s Competence in IKSP Integration scale. The research locale includes all the secondary school in Alfonso Lista Ifugao, and the respondents are the social studies teachers who were selected through a total enumeration sampling. Results of the study revealed that there is a moderate level of knowledge among teachers regarding IKSP integration, particularly in instructional planning and evaluating students based on IKSP. Meanwhile, teachers display competence in instructional design and implementation. However, there is a room for improvement, especially in assessment and evaluation procedures. Social Studies teachers encountered challenges such as aligning the curriculum in their trainings, lack of resources, and understanding students' cultural backgrounds when integrating Indigenous Knowledge Systems and Practices (IKSP).The study recommends that the schools’ division of Alfonso Lista may establish targeted professional development programs and support structures aimed at enhancing the social studies teacher’s capacity to integrate indigenous perspectives into classroom teaching effectively and social studies teachers should prioritize professional development efforts in areas such as Instructional Planning and Assessment and Evaluation Procedures, complementing with the existing proficiency in Instructional Implementation.

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Keywords: Indigenous Knowledge Systems and Practice (IKSP), teacher’s knowledge, teacher’s competence, cultural integration