Success Stories of Best Pedagogical Practices of Elementary Teachers in Teaching Reading to Indigenous Learners
Daisy Mae Bibat, Josephine Baguio
Received: 05 January 2026; Revised: 15 February 2026; Accepted: 19 February 2026; Published: 22 February 2026
DOI: https://doi.org/10.66074/DE09FR87
Abstract
Indigenous learners often face persistent barriers to early literacy, including linguistic mismatch, limited culturally aligned materials, and low access to sustained support outside school. This study examined the success stories of elementary teachers who teach reading to indigenous learners in Sta. Maria East District, Division of Davao Occidental, Philippines. A qualitative phenomenological approach guided the inquiry. Ten public elementary teachers with at least three years of experience in reading instruction for indigenous learners participated through in depth interviews. Reflexive thematic analysis identified best pedagogical practices, the meaning teachers attach to these practices, and teacher generated insights to improve reading instruction. Findings highlight culturally responsive instruction that affirms learners’ language and identity, the use of contextualized and visual learning materials, and strong family and community involvement. Teachers described meaning making through cultural affirmation, professional growth through adaptation, and fulfillment that follows learner progress. Teachers also recommended cross curricular reading integration, targeted training in cultural pedagogy, and stronger school community partnerships. The findings support literacy interventions that respect indigenous knowledge systems while strengthening foundational reading skills through locally grounded practice.
Keywords: culturally responsive pedagogy, indigenous education, literacy instruction, phenomenology, reading
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; josephinebbaguio@outlook.com
Volume 2, Issue 2, June 2026