Factors Facilitating the Level of Participation of Indigenous People in Community and in School Decision-Making Process

This study investigated the level of participation of Indigenous Peoples (IPs) in community and school decision-making processes in Barangay Namnam, San Fernando, Bukidnon, and examined the factors that facilitate or hinder such participation. Utilizing a descriptive-correlational research design, the study collected data from 380 respondents, including tribal leaders, elders, community members, Indigenous parent representatives, school heads, and teachers, through a structured questionnaire. Descriptive statistics, such as frequency, percentage, mean, and standard deviation, were used to analyze participation levels and facilitating factors, while the Pearson Product-Moment Correlation Coefficient was used to test the relationship between these factors and IP participation. Findings revealed that Indigenous Peoples exhibit a very high level of participation in community and school decision-making, with indicators such as the opportunity to vote or decide on matters and attendance at meetings receiving the highest ratings. Facilitating factors, including access to information, cultural values, trust in officials, and inclusive decision-making processes, were rated very high and significantly support IP engagement. Statistical analysis indicated no significant relationship between the identified facilitating factors and the overall level of participation, suggesting that other contextual or intrinsic motivators may also play a role. The study concludes that Indigenous Peoples in Namnam are actively engaged in decision-making processes despite facing challenges, and that culturally sensitive approaches and inclusive practices are crucial for sustaining participation. Recommendations include strengthening community engagement, empowering community leaders, enhancing school-based participatory programs, and incorporating Indigenous perspectives at higher education institutions such as Valencia Colleges. This study provides valuable insights for policymakers, educators, and community organizers seeking to promote meaningful Indigenous participation in governance and education.