Developing Soft Skills Among IP Learners: Intermediate Level

AUTHOR(S)

NELDO L. OLLAVE

ABSTRACT

—— Soft skills—such as communication, empathy, collaboration, and adaptability—are essential for holistic learner development. Among Indigenous Peoples (IP) learners, these skills are often expressed in culturally specific ways that require sensitive and contextualized teaching approaches. This study aimed to explore the experiences, coping mechanisms, and insights of intermediate-level teachers in developing soft skills among IP learners. Using a qualitative phenomenological design, the study involved ten intermediate-level teachers. Data were gathered through in-depth interviews and analyzed thematically to uncover recurring patterns and lived experiences related to soft skills instruction. The analysis revealed six key themes related to teacher experiences: Alignment of Self-Expression with Cultural Norms, Emergence of Soft Skills in Group Activities and Daily Interaction, Difficulty in Explicitly Teaching Soft Skills, Need for Supportive School Environment, Varied Levels of Soft Skills Among Learners, and Lack of Parental Involvement. Teachers coped by Integrating Soft Skills into Regular Lessons, Building Informal Peer Support, Using Mixed-Ability Grouping, and Maintaining Regular Communication with Parents. Insights gained include the importance of cultural responsiveness, the need for consistent practice, and the value of teacher training. The findings highlight the need for culturally relevant training, consistent school support, and family engagement. Recommendations were offered to support soft skills development in diverse learning environments. Keywords — Soft skills, Indigenous learners, intermediate teachers, cultural context, classroom interaction, qualitative research