2026 IJRSE – Volume 15 Issue 10
Divine Word College of San Jose Special Issue
Available Online: 29 April 2026
Author/s:
Castillo, Pedrey Michael I T.*
Divine Word College of San Jose, Philippines (pedreymichaeli.castillo@deped.gov.ph)
Gante Jr., Luis I.
Divine Word College of San Jose, Philippines (luisgantejr@gmail.com)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
This phenomenological study aimed to explore the lived experiences of school heads managing Indigenous Peoples (IP) schools in Occidental Mindoro, with a focus on the challenges and adaptive leadership practices in geographically isolated and culturally diverse contexts. Using semi-structured interviews with 20 school heads, the study employed thematic analysis to capture recurring patterns in their narratives. Significant findings revealed that school heads face persistent challenges, including geographic isolation, inadequate infrastructure, language barriers, and limited parental involvement. These conditions manifest in long walks through dangerous terrain, weather-dependent access to schools, makeshift classrooms, lack of electricity, and difficulties in transitioning learners from their mother tongue to Filipino and English. Despite these barriers, school heads demonstrated resilience through culturally responsive leadership, including immersion in Indigenous traditions, trust-building with elders and parents, contextualization of learning resources, mentoring and peer collaboration, and sustaining emotional and spiritual resilience through faith and self-care. The study concludes that effective leadership in IP schools requires not only administrative competence but also cultural sensitivity, pedagogical support, and community linkages. To address the systemic inequities faced by IP schools, the research recommends implementing a capacity-building program for school heads. This program may include modules on cultural immersion, inclusive planning, resource mobilization, instructional leadership, and wellness support, thereby empowering leaders to sustain quality education in marginalized communities. Ultimately, the study underscores the need for DepEd to provide systemic support, culturally grounded training, and policy reforms to strengthen educational outcomes for Indigenous learners and ensure inclusive, equitable education.
Keywords: Indigenous Peoples education, school leadership, challenges in IP school, cultural immersion, community engagement
DOI: https://doi.org/10.5861/ijrse.2026.26701
Cite this article:
Castillo, P. M. I. T., Gante Jr., Luis I., & Galay-Limos, J. A. (2026). The lived experiences, challenges encountered, and coping mechanisms of Indigenous Peoples (IP) school heads in SAMARICA. International Journal of Research Studies in Education, 15(10), 1-14. https://doi.org/10.5861/ijrse.2026.26701
* Corresponding Author