Assessing the Implementation of Indigenous Peoples Education in Elementary Schools: Basis for an Intervention Program

This study assessed the implementation of the Indigenous Peoples Education (IPEd) Program in selected elementary schools in Jimenez District, Misamis Occidental, Philippines. Employing a descriptive quantitative design within an exploratory sequential mixed-methods framework, the study examined six domains: pedagogy and methodology, Indigenous Knowledge Systems and Practices (IKSPs), curriculum and content, language of instruction, teacher training, and instructional materials. Data were collected from 49 respondents using validated survey instruments and analyzed using weighted mean and standard deviation. Findings indicate a generally high level of IPEd implementation, particularly in pedagogy and curriculum contextualization, reflecting teachers’ efforts to integrate culturally responsive practices. However, moderate ratings in teacher training, instructional materials, and IKSP integration reveal gaps in sustained professional development and resource support. While resource availability was generally sufficient, limitations in culturally grounded materials and capacity-building opportunities persist. The study concludes that although IPEd is operational and consistently practiced, its depth and sustainability are constrained by systemic challenges. It recommends strengthening teacher training, enhancing material development, reinforcing institutional support, and fostering community collaboration to ensure authentic and sustainable implementation.