Abstract
This study explores the secondary school teachers’ perceptions of integrating local cultural practices into non-cultural subjects, specifically Mathematics and Science, in selected secondary schools in Lucena City. It examines how teachers perceived cultural integration in terms of students’ cultural roots, cultural beliefs and practices, and cultural heritage, as well as the culturally responsive strategies employed, challenges encountered, and opportunities identified in the integration process. The study employed a qualitative descriptive-analytical narrative inquiry design involving eight (8) secondary school teachers. Moreover, data collected through semi-structured interviews were analyzed using thematic analysis following Braun and Clarke’s framework. Findings revealed that teachers held generally positive perceptions toward the integration of local cultural practices, perceiving it as an effective approach to making non-cultural subjects more relevant, engaging, and inclusive. Teachers viewed local cultural practices as valuable pedagogical resources that helped contextualize abstract concepts, increase student participation, and strengthen students’ cultural identity and sense of belonging. The study further showed that teachers employed culturally responsive strategies such as contextualized examples, collaborative learning, and differentiated instruction across subject areas. However, teachers encountered challenges related to limited localized instructional materials, time and curriculum constraints, diverse students’ backgrounds, and difficulties in aligning cultural examples with prescribed learning competencies. Despite these challenges, teachers identified opportunities for cultural integration through intentional lesson planning, observation of the lived experiences of the students, reliance on community knowledge, and contributions. The study concluded that integrating local cultural practices into non-cultural subjects was both feasible and beneficial when supported by reflective teaching and curriculum alignment. As a major output, the study developed Culturally Responsive Teaching: A Resource Guide for Integrating Local Cultural Practices in Non-Cultural Subjects.
Keywords: cultural integration, culturally responsive pedagogy, narrative inquiry, teachers’ perceptions
https://doi.org/10.65494/pinagpalapublishing.313
