School heads’ roles in the preservation of indigenous peoples education (IPED)

This study investigates the roles of school heads in preserving indigenous heritage through culturally responsive teaching in Tiwi District, Albay. It examines how instructional leadership, curriculum integration, community engagement, resource allocation, and experiential leadership contribute to sustaining indigenous identity within public elementary schools. Guided by national and international mandates including the 1987 Philippine Constitution, DepEd’s Indigenous Peoples Education Framework, and the United Nations Declaration on the Rights of Indigenous Peoples the research highlights the challenges faced by school heads and proposes actionable strategies for inclusive education. By involving teachers, parents, and community elders, the study underscores the importance of collaborative efforts in embedding indigenous knowledge, language, and practices into classroom instruction. Findings aim to inform policy refinements, strengthen teacher training, and enhance culturally grounded learning environments that affirm indigenous identity while promoting academic achievement.