Resource Availability and Teaching Engagement on the Cultural Competence of Teachers in Indigenous Peoples Schools

Abstract

This quantitative, descriptive–correlational study examined the relationships among resource availability, teaching engagement, and cultural competence among teachers in Indigenous Peoples (IP) schools implementing the Indigenous Peoples Education (IPED) program in the Division of Bukidnon. The study aimed to determine how resource availability and teaching engagement influence teachers’ cultural competence and to identify the strongest predictor. Data were collected through survey questionnaires administered to teachers in IP schools. Descriptive statistics, correlation, and regression analyses were used. Findings revealed a high availability of safety resources and trained personnel, while equipment and digital tools were only moderately available. Teaching engagement was generally high, particularly in terms of job satisfaction and classroom interaction, whereas work–life balance obtained relatively lower ratings. Regarding cultural competence, teachers demonstrated strong competence in student empowerment and the integration of Indigenous knowledge, but lower competence in family engagement and the use of Indigenous languages. Significant positive relationships were found between cultural competence and both resource availability and teaching engagement. Regression analysis identified work–life balance as the strongest predictor of cultural competence. The findings highlight the need to enhance educational resources, professional development, and teacher well-being to strengthen cultural competence and support effective IPED implementation.