Do lessons walk on ancestral ground? A cross-sectional analysis on the implementation of Indigenous Peoples Education (IPEd) in Zamboanga City Division

Teachers’ perspectives are important in understanding how educational programs are carried out and experienced in schools. The Indigenous Peoples Education (IPEd) Program aims to provide culturally responsive education that meets the needs of indigenous learners and respects their identity, culture, and traditions. This study examined teachers’ perceptions of the implementation of the IPEd Program in the Zamboanga City Division during the School Year 2024–2025. It focused on the level of attainment of IPEd objectives and the extent to which implementation addressed the Seven Policy Framework on Indigenous Peoples Education, and it also determined the relationship between these variables and differences in perceptions when grouped according to school size, years of implementation, and dominant tribal affiliation. A descriptive-correlational research design was used. Data were collected from 138 teachers across 49 IPEd-implementing schools using a validated survey questionnaire. Mean, standard deviation, Pearson product–moment correlation, and tests of difference were used to analyze the data. Results showed that teachers rated the attainment of IPEd objectives (M = 4.31, SD = 0.57) and the extent of implementation (M = 4.28, SD = 0.61) as highly achieved. Policy support received the highest ratings, while curriculum contextualization and external collaboration obtained lower ratings. A strong and significant positive relationship was found between attainment and implementation (r = 0.682, p < 0.001). No significant differences were found across the grouping variables. The study concludes that the IPEd Program has been effectively implemented, with areas for improvement in contextualization, collaboration, and continuous teacher support.