Home⇛International Journal of Transformative Multidisciplinary Studies⇛vol. 2 no. 2 (2026)

Success Stories of Best Pedagogical Practices of Elementary Teachers in Teaching Reading to Indigenous Learners

Daisy Mae Bibat | Josephine B. Baguio

Discipline: Education

 

Abstract:

1 Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines * Correspondence: josephinebbaguio@ou tlook.com Volume 2, Issue 2, June 2026 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.



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