Pangabuhi Sa pandemya: Stories of Indigenous People (IP) Teachers in the Hinterland School

This qualitative study, employing narrative inquiry, was designed to describe, gain insights and aimed to document the life and stories of IP teachers assigned in hinterland schools. For the data collection, strategies used were in-depth interview, focused group discussion, narratives, observations, and field notes. The gathered data were subjected to analysis of narratives to come up with the common themes, and sub-themes. The findings of the study revealed that in terms of their responses and reactions many of the participants were not hesitant nor surprised when they receive an advice from immediate supervisor. Only a few of the participants doubted in mind to accept the advice as it was their first time to be in that particular barangay. Some of the participants were willing and happy to serve their fellow IP’s. The challenges experienced by the IP teachers in modular learning, were printing of the modules, passing through slippery and muddy roads, lack of supplies and materials, absence of electricity, difficulty in the distribution and retrieval of modules and parents limited knowledge to follow up their children at home. In coping with the challenges encountered during the transition period the participants claimed that they need to adjust and adapt new teaching strategies and teaching style to cater the needs of every learners. They also need to be Flexible in shifting from modular learning to face to face learning and be able to adjust and adapt to different learning platforms.