Du Ha Baytan: The Courageous Journey of Elementary Indigenous People Education Teachers

This study used descriptive phenomenology to explore the lived experiences of IPED elementary teachers in remote, mountainous areas of Zone 2, Division of Zambales. Purposive sampling was used to select participants, and data was collected through semi-structured interviews. The data was analyzed using McMillan & Schumacher's (2010) five-phase approach for qualitative research, and Bingham's (2023) five-phase process for thematic analysis, providing a structured framework for data interpretation and ensuring trustworthiness. The findings were identified key challenges, including language barriers, limited resources, inadequate teacher preparation, and infrastructure limitations. Conversely, teachers reported positive outcomes such as improved student academic performance, strengthened cultural identity, and enhanced teacher competency. To overcome these challenges, teachers employed strategies centered on language preservation, community engagement, and resourcefulness. The study advocates for community-led IPED programs, culturally sustaining education, and targeted interventions. Recommendations include developing culturally relevant resources, providing ongoing professional development, and strengthening policy frameworks to support Indigenous communities in leading their educational initiatives, ultimately aiming for educational equity and cultural revitalization.