ISSN 2360-7963
Abstract: A culturally based education is critical for indigenous peoples' success in school, as well as in promoting self-determination and community protection. Several indigenous peoples' groups in the Philippines embraced this principle and worked to establish an indigenized curriculum in the educational system. This initiative aims to address the issues indigenous peoples in the country are facing. We conducted this study using the predictive method to identify factors influencing practices and classify teachers based on their curriculum's indigenization. 39 public junior high schools in Ifugao, Philippines, predominantly home to indigenous peoples' groups, hosted the study. Results show that the high school mathematics teachers have high regard for the aims of mathematics learning and its indigenization. They exhibit moderate confidence in implementing indigenized instruction, receive moderate support, and seldom engage in peer collaboration during their indigenization endeavors. Attendance in trainings significantly influences the level of practice on curriculum indigenization among teachers. Those who indigenise the curriculum have significantly higher levels of confidence to deliver indigenised instruction and received greater support from the school and community. Hence, indigenous teachers who could gain confidence in teaching an indigenised mathematics curriculum because of appropriate professional development and who would receive other forms of institutional support from the school and from the community could champion the cause of curriculum indigenisation in the province.
Keywords: curriculum indigenisation, ethnicity, confidence, support, and mathematics education