Assessing Teachers’ Culturally Responsive Practices in Bajau Community Education in Basilan Province: A Quantitative Analysis

Abstract

Education is the key to social mobility and economic development, but indigenous communities worldwide struggle to access quality education while preserving their cultural identity. This study aims to assess the cultural competency and culturally responsive teaching practices of teachers in Bajau community schools in Basilan Province. The study utilized descriptive-quantitative design, three standardized instruments were administered to sixty-five teachers of Malamawi Island, Isabela City District, Basilan, Philippines. The TCCS results indicates that teachers generally feel competent in their cultural interactions but highlights the importance of addressing the communication skills gap. The MTPA results show that multilingual practices and support for multilingual learners are occasionally integrated, indicating a need for better documentation and professional development in multilingual education. The CRTPI results show strong performance in instructional methods and strategies. However, curriculum and content integration are less consistent, suggesting a need for more deliberate inclusion of cultural content. The study recommends to enhance the professional development opportunities for teachers focused on culturally responsive and multilingual education equipping educators with effective strategies for integrating Bajau cultural content and multilingual practices into their teaching for educational institutions to improve inclusivity and effectiveness of learning environments for Bajau students in Basilan Province.