Factors Facilitating the Level of Participation of Indigenous People in Community and in School Decision-Making Process

This study investigated the level of participation of Indigenous Peoples (IPs) in community and school decision-making processes in Barangay Namnam, San Fernando, Bukidnon, and examined the factors that facilitate or hinder such participation. Utilizing a descriptive-correlational research design, the study collected data from 380 respondents, including tribal leaders, elders, community members, Indigenous parent representatives, school heads, and teachers, through a structured questionnaire. Descriptive statistics, such as frequency, percentage, mean, and standard deviation, were used to analyze participation levels and facilitating factors, while the Pearson Product-Moment Correlation Coefficient was used to test the relationship between these factors and IP participation. Findings revealed that Indigenous Peoples exhibit a very high level of participation in community and school decision-making, with indicators such as the opportunity to vote or decide on matters and attendance at meetings receiving the highest ratings. Facilitating factors, including access to information, cultural values, trust in officials, and inclusive decision-making processes, were rated very high and significantly support IP engagement. Statistical analysis indicated no significant relationship between the identified facilitating factors and the overall level of participation, suggesting that other contextual or intrinsic motivators may also play a role. The study concludes that Indigenous Peoples in Namnam are actively engaged in decision-making processes despite facing challenges, and that culturally sensitive approaches and inclusive practices are crucial for sustaining participation. Recommendations include strengthening community engagement, empowering community leaders, enhancing school-based participatory programs, and incorporating Indigenous perspectives at higher education institutions such as Valencia Colleges. This study provides valuable insights for policymakers, educators, and community organizers seeking to promote meaningful Indigenous participation in governance and education.

Indigenous Peoples (IPs), Participation, Community Governance

1. Alcantara, C., & Nelles, J. (2014). Indigenous peoples and local governance. University of Toronto Press. [Google Scholar] [Crossref]

2. Arnstein, S. R. (1969). A ladder of citizen participation. Journal of the American Institute of Planners, 35(4), 216–224. https://doi.org/10.1080/01944366908977225 [Google Scholar] [Crossref]

3. Berardi, A. (2016). Indigenous participation in environmental governance. Routledge. [Google Scholar] [Crossref]

4. Berkes, F. (2009). Evolution of co-management: Role of knowledge generation, bridging organizations, and social learning. Journal of Environmental Management, 90(5), 1692–1702. https://doi.org/10.1016/j.jenvman.2008.12.001 [Google Scholar] [Crossref]

5. Bessette, G. (2004). Involving the community: A guide to participatory development communication. International Development Research Centre. [Google Scholar] [Crossref]

6. Cornell, S., & Kalt, J. P. (1998). Sovereignty and nation-building: The development challenge in Indian country today. American Indian Culture and Research Journal, 22(3), 187–214. [Google Scholar] [Crossref]

7. Cornwall, A. (2008). Unpacking “participation”: Models, meanings, and practices. Community Development Journal, 43(3), 269–283. https://doi.org/10.1093/cdj/bsn010 [Google Scholar] [Crossref]

8. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. [Google Scholar] [Crossref]

9. Department of Education. (2017). Indigenous Peoples Education (IPEd) program framework. Department of Education. [Google Scholar] [Crossref]

10. Freire, P. (1970). Pedagogy of the oppressed. Continuum. [Google Scholar] [Crossref]

11. Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7th ed.). McGraw-Hill. [Google Scholar] [Crossref]

12. Mansuri, G., & Rao, V. (2013). Localizing development: Does participation work? World Bank. [Google Scholar] [Crossref]

13. Pulhin, J. M., Ramirez, P. M., & Tapia, M. T. (2007). Indigenous peoples and forest governance in the Philippines. [Google Scholar] [Crossref]

14. Republic of the Philippines. (1997). Republic Act No. 8371: Indigenous Peoples’ Rights Act (IPRA). [Google Scholar] [Crossref]

15. United Nations. (2007). United Nations declaration on the rights of Indigenous peoples. [Google Scholar] [Crossref]

16. UNESCO. (2019). Indigenous peoples and education: Global perspectives. [Google Scholar] [Crossref]

17. World Bank. (2024). Indigenous peoples overview. https://www.worldbank.org [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study