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Dr. Vivinia B. Daug

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Dr. Daylinda Jayag Tampus


         The main purpose of the study was to communities of Agusan del Sur as basis for a proposed Teacher Education Curriculum with specialization in Indigenous Education at the Philippine Normal University, Agusan Campus.

        1. What is the socio-demographic profile of

    1.1 Fourth-year Bachelor of Elementary Education (BEEd) student PNU;

    1.2 Teachers of indigenous students;

    1.3 Administrators of teachers of TP children

2. What is the perception of teachers on Higaonon and Manobo pupils on

    2.1 Competencies

    2.2 Problems

3. What is the level of competency of teachers of indigenous children and the graduating Bachelor of Elementary Education students of PNU in terms of

    3.1 Interpersonal relations

    3.2 Pedagogical skills

    3.3 Cultural awareness

    3.4 Knowledge of local history and legal education

    3.5 Knowledge of environmental education, science, mathematics and  technology

    3.6 Understanding of the psychology of indigenous children’s studies

5. On the basis of the findings, what teacher education curriculum may be designed for Philippine Normal University, Agusan Campus?


          The descriptive design using the survey and correlational techniques was used. The study was conducted in some strategic points in the province of Agusan del Sur. It involved the elementary schools which had the biggest population of Manobo and Higaonon children. Data were obtained from some 49 elementary school teachers were assigned in the school districts of Esperanza, Talacogon, La Paz and Bunawan all in the province of Agusan del Sur. Other data were taken from some eight administrators who were assigned in the above-mentioned school districts and from some 57 Fourth-year Bachelor of Elementary Education students of school year 2001-2002 at the Philippine Normal University, Agusan Campus.

          In gathering data, the researcher devised a questionnaire which had earlier been validated. The statistical procedures which were used in the analysis were frequencies, percentages, ranks and means to describe the regression analysis was used to find the relationship between the variables hypothesized to have relationships.


         The study revealed that the mean age of the teachers who handled indigenous children in selected school in Agusan del Sur was 35.70. The biggest group of teachers who had been teaching indigenous children came from the youngest bracket, that is, between the ages 21 and 30. The females outnumbered the males and the married teachers comprised the biggest group.

         A regards the percentage of enrolment of indigenous children in the classes of these teachers, the biggest group was 80% of Higaonon children and 80%, too with the Manobo children.

        The biggest group of fourth year students according to tribal affinity was the migrants who belonged to varied tribal groups. Most school administrators belonged to the middle-aged group.

        The competency of the indigenous children with the highest rate as perceived by their teachers was on the willingness to perform while the competency on information technology had the lowest rate. The teachers’ problem least occurrence was on indifference of pupils’ toward class aspirations and the misbehavior of pupils.

         The average competency of teachers as regards the other skills were as follows: Interpersonal Relations, Satisfactory; Pedagogical skills – Satisfactory; Cultural awareness – Satisfactory; Environmental Education, Science and Technology – Satisfactory; Psychology of Indigenous Children and Research on Education of Indigenous children – Satisfactory. These were also true to the self-evaluation of the fourth-year students on their competencies.


         The findings of the study revealed the following conclusions:

1. The teachers of Manobo and Higaonon pupils in some elementary schools of Agusan del Sur are composed of varied levels of age, tribal affinity, social status and sex.

2. The teachers of Higaonon and Manobo children have Satisfactory competencies in teaching indigenous children.

3. The fourth-year Bachelor of Elementary Education students of Philippine Normal University perceived indigenous children.

4. The proposed teacher education curriculum for indigenous children would likely assure of effective preparation for teachers of schools with these children.


        Based on the findings and conclusions of the study, the following recommendations are hereby offered:

1. The findings of this study be disseminated to the different campuses of the University where indigenous peoples reside so the campuses may adapt or design a similar program for their campuses. They may modify the curriculum to suit to the needs of their own indigenous peoples.

2. The Department of Education may make use of this study to design an in-service workshop for the teachers of indigenous children.

3. The agencies concerned in the care of our indigenous peoples be partners of the Philippine Normal University in this undertaking of opening a curriculum for teachers of indigenous children.

4. The local government units should support or sponsor scholarships for indigenous children who have the potentials of teaching so they become prospective teachers of their respective communities.

         The stakeholders of the University be aware of this program so they can contribute to further the improvement of the curriculum and ultimately to the education of the indigenous peoples of the country.

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