Lived Experiences of Non-Indigenous People (IP) Learning Support Aide (LSA) Teachers Assigned in IPEd School

This phenomenological study explored the lived experiences of non-IP LSA teachers in IPEd-implementing school in Bonacao, San Fernando, Bukidnon, Philippines. Specifically, the study examined non-IP LSA teachers’ motivations, challenges, adaptive strategies, and professional growth within culturally diverse and resource-constrained educational settings. Using a qualitative phenomenological design, fifteen (15) non-IP LSA teachers participated, selected through purposive sampling. Data were gathered though face-to-face semi-structured interview and analyzed using the six-phase framework for thematic analysis as proposed by Clarke and Braun (2006). Findings revealed four major themes: altruistic and growth-oriented service for IP education access, highlighting dual motivations of compassion and professional development; multi-dimensional struggles, encompassing logistical, cultural, socio-economic, and environmental barriers in remote learning contexts; strategies for resilience through pedagogical adaptation and community integration; and professional maturity through advocacy and the preservation of identity. These imply that non-IP LSAs develop a deepened sense of purpose shaped by both challenges and meaningful engagement with Indigenous communities, leading to personal and professional growth. Their experiences emphasize that effective teaching in IPEd contexts requires cultural responsiveness, adaptability, and strong community engagement. The findings suggest the need for strengthened institutional support, including adequate resources, targeted training, and sustained professional development programs to further enhance LSAs’ effectiveness in Indigenous education contexts.

Learning Support Aides; professional maturity

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