Illuminating IP Education through Parental Involvement in Last Mile Schools

AUTHOR(S)

FELMER C. ALGABRE

ABSTRACT

—— This study examined the Parental involvement supports the educational success of Indigenous Peoples (IP) learners, especially in geographically isolated and underserved areas like Last Miles Schools. This study aimed to explore the experiences of teachers in engaging IP parents in the education of their children at Paraiso Elementary School in Paquibato District, Davao City. A qualitative research design utilizing phenomenology was employed. Ten teachers were purposively selected to participate in in-depth interviews. Data were analyzed using thematic analysis, focusing on recurring patterns and themes across participants’ narratives. The study highlighted six major challenges: language and communication barriers, low educational background of parents, cultural mismatch between school and home, limited parental availability due to livelihood demands, lack of access to transportation and facilities, and the perceived irrelevance of formal education. To cope with these challenges, teachers used strategies such as using local dialects and visual aids, simplifying communication, integrating Indigenous practices, adjusting schedules, organizing community-based meetings, and conducting awareness campaigns. Keywords — Indigenous education, parental involvement, Last Miles Schools, teacher experiences, culturally responsive education, Philippines