2026 IJRSE – Volume 15 Issue 10
Divine Word College of San Jose Special Issue
Available Online: 29 April 2026
Author/s:
Lumbres, Albert A.*
Divine Word College of San Jose, Philippines (albert.lumbres001@deped.gov.ph)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
This critical gap in curriculum implementation underscores the indispensable role of instructional leadership. Thus, employing a sequential exploratory design, this study aimed to explore the supervisory strategies of school heads and examine their impact on the cultural responsiveness in curriculum delivery for indigenous learners in Magsaysay District. 70 teachers who served in 10 IP Public Elementary Schools answered the validated researcher-made instrument. Findings revealed that school heads implemented three major supervisory strategies, namely, cultural awareness training, pedagogical adaptations, and supervisory support mechanisms. Moreover, school heads have a strong support mechanism as one of their supervisory strategies to ensure that the delivery of the curriculum to indigenous learners is inclusive and culturally responsive. Also, the academic performance of IP learners improved when the curriculum delivered was culturally responsive. Learners demonstrated a better understanding of the lesson presented. They were able to effectively articulate their knowledge across different assessment methods when the curriculum is culturally responsive, and the pedagogy is indigenized and localized. Thus, an action plan is proposed to build the capacity of School Heads to become culturally responsive instructional leaders, ensuring that curriculum delivery is not only accessible but also relevant and respectful of learners’ indigenous knowledge systems and practices (IKSP). This study recommends that school heads adopt a collaborative and community-linked supervisory approach. Supervisors may not limit their strategies to the four walls of the classroom but may extend them to include the IP community itself.
Keywords: supervisory strategies, cultural responsiveness, curriculum delivery, cultural awareness training, Indigenous Learners
DOI: https://doi.org/10.5861/ijrse.2026.26712
Cite this article:
Lumbres, A. A., & Galay-Limos, J. A. (2026). Supervisory strategies and cultural responsiveness in curriculum delivery for Indigenous (IP) Learners in Magsaysay District. International Journal of Research Studies in Education, 15(10), 189-207. https://doi.org/10.5861/ijrse.2026.26712
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