ABSTRACT
The study explored cultural identity of selected teachers in Nasugbu District East Sub- Offices. This also aimed to analyze the reasons for worry among senior high school students in a public speaking class and propose techniques for overcoming this fear. This study used a ethnographical research design with five (5) participants, using the convenience sample approach. This also aimed to to propose culturally responsive teaching practices which advocate for professional development programs that help teachers incorporate diverse cultural perspectives into their teaching methods and curriculum. Using Convenience Sampling, the researchers selected five (5) participants that are convenient to be part of the study.
The results revealed that the teachers perceive and define their cultural identity through the lens of their family background, shared values, and traditions, emphasizing the importance of respect. This underscores the intricate interplay between personal upbringing and professional identity within the teaching profession. They also stated that cultural identity significantly influences their behavior, beliefs, and attitudes. This influence manifests itself in various ways, including their interactions with students, teaching practices, and, ultimately, student academic performance. Therefore, acknowledging and understanding cultural identity is crucial for promoting effective teaching and fostering a supportive learning environment. Lastly, it is evident that the interplay between cultural identity and socialization significantly influences a teacher's sense of belonging. This is manifested through their teaching practices, respectful interactions with others, and consideration of student beliefs, all of which are informed by their cultural identity and socialization experiences.
Moreover, researchers recommended that teachers emphasize the importance of acknowledging and understanding teachers' cultural identity, which is shaped by family background, shared values, and traditions, particularly in promoting respect. Also, teachers should highlight how cultural identity influences teachers' behavior, beliefs, and attitudes, impacting their interactions with students, teaching methods, and ultimately, student academic performance. And, teachers must emphasize the importance of the interplay between cultural identity and socialization in shaping a teacher's sense of belonging, as evidenced by their teaching practices, interactions with others, and consideration of student beliefs.
INTRODUCTION
According to Giroux (1992), “Teachers need to find ways of creating a space for mutual engagement of lived difference that does not require the silencing of a multiplicity of voices by a single dominant discourse." Cultural responsiveness requires teachers to acknowledge and understand their own cultural values and how this impacts their own teaching practice.
Cultural identity is crucial as it shapes an individual's sense of belonging, provides a framework for self-understanding, and fosters connection within a community. It influences values, beliefs, and customs, contributing to a diverse and enriched global society.
In order to understand different cultural identity of teachers the researchers want to know their perception about cultural identity.
Understanding the cultural identities of teachers serves multiple purposes. Firstly, it promotes inclusivity and diversity within educational settings, allowing teachers to better relate to and support students from various cultural backgrounds.
Secondly, it helps educators recognize their own biases and assumptions, leading to more equitable and culturally responsive teaching practices. Additionally, acknowledging and valuing diverse cultural identities among teachers can enhance collaboration and mutual respect within the educational community. Overall, it contributes to creating a more inclusive and supportive learning environment for all students.
It is the desire of the researchers to propose culturally responsive teaching practices which advocate for professional development programs that help teachers incorporate diverse cultural perspectives into their teaching methods and curriculum.
METHODOLOGY
This study used a qualitative research approach with an ethnographic research design. This approach aims to study the culture, behaviors, and social interactions of a specific group or community by immersing researchers in their environment and observing their activities firsthand. In this study, the researchers want to understand the perceptions of teachers at Nasugbu East Senior High School.
The study was conducted at Nasugbu East Senior High School, located at Brgy. Lumbangan, Nasugbu, Batangas. It was founded in 2016. The school was headed by Principal II, with forty-three (43) teachers and eight non-teaching staff. It has a total population of one thousand three hundred four (1, 304) enrolled students in grades 11 and 12. There are a total of two hundred ninety-five (295) students in grade 11 in Humanities and Social Science this school year (2023-2024). The school offers academics in Accountancy, Business, and Management (ABM), Humanities and Social Science (HUMSS), Science, Technology, Engineering, and Mathematics (STEM), and Technical, Vocational, and Livelihood Track (TVL).
Using Convenience Sampling, the researchers selected five (5) participants that are convenient to be part of the study. In this technique, researchers saved time and effort in looking for participants who will participate in this study. The participants were the Teacher's of Nasugbu East Senior High School.
RESULTS AND DISCUSSIONS
This chapter presents the data gathered analysis and interpretation to answer the problem which this study aims to achieve.
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data gathered, analysis and interpretation to answer the problem which this study aims to achieve.
CULTURAL IDENTITY OF SELECTED TEACHERS IN NASUGBU DISTRICT EAST SUB-OFFICES
Table 1: Cultural identity of selected teachers in Nasugbu East SHS
| R1 | “Pinanganak ako sa isang henerasyon kung saan mahalaga pa rin ang kultura, kung saan dapat susundin ng lahat ang paniniwala at tradisyon kung saan ka kinabibilangan.” {l was born on a generation where culture is still important wherein everyone must follow belief and traditions where you belong to. So every people has their own culture they must follow.} |
| R2 | “Bilang isang tao at guro, maari kong ilarawan ang kultura na pagkakakilanlan batay saa karanasan ng aking pamilya at kung paano ako nakikisalamuha sa iba.” {As a person and a teacher, I may describe cultural identity base on my family background and how I interact with others.” |
| R3 | “Ang aking mga patnubay sa aking pagkakakilanlan sa cultura sa mga lumang tradisyon. Bagamat tinaatanggap at nirerespeto ko ang kutura ng mga kasalukuyang henerasyon, palagi kong isinasa alang alang at isina sa buhay ang aking sariling pagkakakilanlan sa mga tuntunin ng kultura.” {My cultural identity patterns on old traditions. Although I am accepting and respect the culture of the present generations, I always consider and practice my own identity in terms of culture.} |
| R4 | “Bilang aking pananaw sa pagkakakilanlan ng kultura, binibigyan ko lang ng kahulugan ang pakiramdam ng pagiging kabilang sa isang particular na grupo. Pag tanggap sa tradisyon, halaga at kultura.” {As my perception on cultural identity, simply define of sense of belonging to a particular group. Accepting thee traditions, values and cultures.} |
| R5 | “Tinukoy ko ang aking kultural na pagkakakilanlan bilang masalimuot at malawak dahil sa aking mga ibinahaging paniniwala, pamantayan, halaga at gawi sa buhay.” {I define my cultural identity as complex and broad because of my shared beliefs, norms, values and practices in life.} |
Interpretation for table 1
The participants' responses are all traditions, values, and cultures. Table 1 shows the cultural identity of selected teachers in Nasugbu East SHS. Two (2) directly expressed the importance of accepting different traditions. One was affected by his interaction with other people, especially the students, and showing respect for other cultures. Two said that individuals perceive their cultural identity primarily through their adherence to traditional practices, shared values, and cultural norms. This finding underscores the significance of these aspects in shaping and defining one’s sense of belonging and identity within a particular cultural context.
This statement was related to the study of Johnson (2017), which stated the interplay between cultural identity and teaching practices, shedding light on how teachers' backgrounds, beliefs, and experiences shape their pedagogical approaches. Johnson explored the dynamic relationship between cultural identity and teaching, offering insights into how educators' backgrounds and perspectives shape their pedagogical approaches.
Table 2: Influence of cultural identity teaching practices and interactions with students
| R1 | “Sa aking mga kasanayan sa pagtuturo, ang aking pagkakakilanlan sa kultura ay palaging ibinibigay sa araw-araw na aralin dahil lagi kong sinasabi sa aking mga mahal na mag-aaral ang kahalagahan ng aking mga kasanayan sa pag kakakilanlan ng kultura sa kanilang pang araw-araw na buhay" {n my teaching practices, my culture identity is always imparted in day to day lesson because i always told to my dear students the importance of my culture identity practices in their everyday lives.} |
| R2 | “Ang mga mag-aaral sa lahat ng dako ay gaya ng pinagsamang indibiduwalidad na natatanging katangian sa potensyal. Masasabi ko na batay sa aking kultura na pananaw ay dapat kong malaman ang pagkakakilanlan at pag kakaiba ng kultura ng mga mag-aaral para sa maayos at masmahusay na komunikasyon.” {Students everywhere are likely a mix of individuals with unique qualities and potential. I can say that based on my cultural perception, I must know student's cultural identity and differences for a smooth and better communication.} |
| R3 | “Ang pagsasama-sama ng luma at bagong tradisyon ay may mainam para sa mga kasanayan sa pagtuturo dahil mas maraming estratehiya ang maaaring magamit upang makipag-ugnayan sa mga mag-aaral." {Combining the old ang new traditions is better for teaching practices because more strategies can used to interact with the students.} |
| R4 | “Sa palagay ko, naiimpluwensyahan ng aking mga kasanayan sa pagtuturo at pakikipag-ugnayan sa mga mag-aaral batay sa kung ano ang aking paniniwalaan at nakikipag-ugnayan sa kanila sa pamamagitan ng mga pagpapahalagang mayroon ako at nagtuturo sa kanilang kasanayan sa aking buhay {I think my perception influence my teaching practices and interactions with the students in a way that in teaching students based on what I believe for the interact with them by the values I have and teach them with practices in my life.} |
| R5 | “Batay sa aking kultural na pananaw, tinuturuan ko ang aking mga mag-aaral kung paano ko tiningnan ang pananaw sa bagay. Lagi kong binibigyang din ito sa kanila.” {Based on my cutural perception, I teach my students on how i view perspective in life. I always emphasize with them.} |
Interpretation for Table 2
All of the respondents' responses emphasize the importance of cultural identity. Table 2 shows the influence of teaching practices and interactions with students. Two (2) acknowledged the importance of understanding each student's cultural identity for effective communication and interaction. Three (3) directly expressed the importance of incorporating their cultural identity into their teaching practices and interactions with students.
This statement was related to the study of Smith et. al. (2017), which stated the significance of cultural identity in educational settings. The study explored how teachers perceive and incorporate students' cultural identities into their teaching practices and interactions. It investigated the influence of cultural identity on communication and interaction between teachers and students. The findings highlighted the importance of recognizing and integrating cultural diversity into education for more effective teaching and learning experiences.
Table 3: Cultural background and Beliefs about education
| R1 | “Pagbabahagi at pagpapatupadng aking kultural na backgroundsa aking mga mag aaral. Dahil naniniwala ako na angmga dati konggawi ay mas maganda kasya sa paraan ng pagkatuto ng mga estudyante noon." {Sharing and implementing my cultural background to my students beacuse I believed that my old practices is better than the way of learning of students today.} |
| R2 | “Ang mga paniniwala at saloobin ay maaaring ituring bilang mga paraan sa paghubog ng mga pagkakaiba sa kultural na edukasyon dahil sa magkakaibang group ng mga mag-aaral.” {Beliefs and aftitudes can be considered as ways on shaping cultural differences on education because of the diverse group of learners.} |
| R3 | “Ang aking kultural na background ay humuhubog sa aking mga paniniwala, tungkol sa edukasyon sa paraang tinuturuan ko ang aking etnisidad, nasyonalidad at aking relihiyon na makakatulong sa kanila na maging mas mabuting mamamayan sa hinaharap balang araw.” {My cultural background shape my beliefs, about education in a way that I teach my students according to my ethnicity, nationality and my religion that can help them to become a better citizen in the future someday.} |
| R4 | “Sa pamamagitan ng aking kultural na likuran, ang relasyon sa pagitan ng aking istilo ng wika at mga istilo ng pag tuturo ng may malaking epekto." {Through my cultural background the relationship between my language style and reaching styles have a great impact in students.} |
| R5 | “Bilang isang Filipino at tagalog, naniniwala ako na ang edukasyon ay mahalaga kahit nasaan ka man. Hindi ito maaaring alisin ng sinuman.” {As a Filipino and tagalog, I believe that education is important no matter where you are. It cannot be taken away by anyone.} |
Interpretation for Table 3
All of the participants' responses indicate the importance of teaching style, beliefs, and attitudes. Table 3 shows the cultural background and beliefs about education. All directly expressed the importance of teaching style, beliefs, and attitudes. Participants emphasized the teaching style that plays a crucial role in education, possibly influenced by their cultural perspectives and beliefs about learning. This suggests that cultural factors may shape individuals' views on effective teaching methods and educational priorities.
This statement was related to the study by Garcia (2017), which investigated the links between cultural identity, socialization practices, and academic achievement across different cultural contexts. It highlighted the ways in which cultural identity negotiation and socialization experiences impact students' academic outcomes. The findings underscore the significance of culturally responsive educational practices in fostering academic success among diverse student populations.
Table 4: Socialization processes within education
| R1 | “Gaya ng lagi kong sinasabi sa mga nag-aaral na " tayo " ang dapat mag-adjust sa ating kapaligiran. Anuman ang ating gawin, nasaan man tayo, dapat nating igalang lahat. Kung sino man ang kasama natin, dapat marunong tayong makisalamuha/makihalubilo sa kanila.” {As what I always told to the learners that " we " should be the one to adjust with our environment. Whatever we do, wherever we are, we must respect everything. Whoever we are with, we must be able to mingle/socialize with them.} |
| R2 | “Ang pagsasanlipunan ay isang anyo ng komunikasyon at ang edukasyon ay isang malawak na anyo kung paano nakikisalamuha ang iba. Masasabi kong malaki ang epekto nito sa kung paano ako nakikipag-ugnayan sa mga mag-aaral at guro.” {Socialization is another form of communication and education is a wide form of how other socialized. I can say that it have a great impact on how I interact to students and teachers.} |
| R3 | “Bagaman may ilang mga limitasyon sa pagitan ng mga guro at mga mag-aaral, dapat nating igalang ang bawat isa sa kultura upang tayo ay makihalubilo sa isa’t isa. Palaging may “respeto” sa pakikipag-usap/pag-uusap.” {Although, there are some limitation between the teacher’s and the learners, we should respect each other cultural background so that we can socialize with each other. There is always a “respect” on talking/conversation .} |
| R4 | “Nakakaapekto ito sa akin batay sa mga kultura na paniniwala ng aking sinusunod, halimbawa ang mga tao sa aking henerasyon lalo na ang mga guro ay may kanya-kanyang paraan sa pagtuturo, para sa akin mayroong din akong iba’t ibang mga diskarte kung saan nakabatay ako sa aking sariling kultura at paniniwala.” {It affects me base on the cultural beliefs I follow. Example, people on my generation especially teachers has their own rule on teaching. It has same way with me. I also have different strategies where I based on my own culture beliefs.} |
| R5 | “Sa palagay ko ang aking proseso ng pakikisalamuha sa loob ng sistemang pang-edukasyon ay nakakaapekto sa aking pakiramdam ng pagiging kabilang sa aking sariling propesiyon sa paraang nakikisalamuha ang mga mag-aaral sa akin tuwing ako ay nagtuturo.” {I think socialization processes within the educational system impact my sense of belonging in my own profession in a way student’s interact with me during my teaching.} |
Interpretation for Table 4
All the respondents' responses are about the influence of cultural identity on socialization. Table 4 shows the socialization processes within educational systems. Two (2) directly stated the importance of respecting each other's cultural backgrounds to foster socialization. Three (3) said that socialization influenced how they interact with students and teachers. This statement was related to the study by Smith (2019), which stated that cultural identity affects socialization in educational environments. This study delved into the influence of cultural identity on socialization within educational settings. The findings emphasized that respecting each other's cultural backgrounds is crucial for effective socialization within educational systems.
Table 5: Factors that shape your sense of belonging
| R1 | “Sa tingin ko ang mga salik na humuhubog sa aking pakiramdam ng pagiging kabilang sa aking propesyunal na kapaligiran ay ang aking kultural na pagkakakilanlan na mayroon ako na katulad ng iba, katulad ng aming mga paniniwala, mga halaga at mga gawi sa aking buhay.” {I think the factors that shape me sense of belonging in my professional environment is my cultural identity I have which is similar from them, like our beliefs, values and practices in my life.} |
| R2 | “Ang mga salik na humuhubog sa ating pag-aari ay sinaalang-alang ang mga paniniwala ng lahat. Kailangan mo ringisaalang-alang ang pisikal, kaisipan at nagbibigay malay na mga kasanayan upang magkaroon ng isang propesyunal na kapaligiran.” {The factors that shape on our belonging is to consider the beliefs of everyone. You also have to consider the physical, mental and cognitive skills to have a professional environment.} |
| R3 | “Ang paniniwala kong pinakamahalaga sa lahat ay ang aming pakikitungo at naniniwala din ako na dapat tayong umunlad ng buong-buo. Kabilang dito ang pisikal, sosyal, emosiyonal at ito ang nagbibigay malay na ang aspeto na ito ay susi sa tagumpay.” {The factors which I believed the most important is our behavior. I also believed that we must be develop wholistically. Theses includes physical, social, emotional and cognitive aspects which for me is the key to success.} |
| R4 | “Bilang isa sa mga propesyunal na guro sa karera ay kailangan kong paalalahanan ang aking sarili na sa iba’t ibang kultura at magsilbing huwaran sa kanila.” {As one of the professional teacher in my career, I need to remind myself to listen to student especially with different cultural identity and sense as a role model to them.} |
| R5 | "Bilang isang propesyonal sa lahat ng paraan, lagi kong pinapaalala sa sarili ko na dapat akong maging isang halimbawa sa lahat, hindi lamang sa paaralan kundi kahit saan man ako pumunta." {Being a professional in all ways. I always remind myself that i should be a role model to everyone, not only here at school but also wherever i go.} |
Interpretation for Table 5
All the respondent's responses are about different aspects that shape their sense of belonging in their professional environment. Table 5 outlines the factors that influence teachers' sense of belonging. One (1) directly expressed that cultural identity shapes her or his sense of belonging, which is similar to other people's beliefs and practices in life. Two (2) mentioned the importance of understanding and considering everyone's beliefs in order to create a professional environment. Two (2) stated the importance of listening to students and being a good role model for them.
This statement was related to the study of Bridgmon et. al. (2017), which highlighted the factors that influence teachers' sense of belonging in their workplace. It examined teachers' perceptions of belonging, providing valuable insights into the complexities of teacher well-being and satisfaction in their professional environments.The findings highlighted the importance of fostering a supportive and inclusive work environment to enhance teachers' sense of belonging and well-being.
CONCLUSION
Based on the data collected,
RECOMMENDATIONS
Based on the findings:
1. Teachers should emphasize the importance of acknowledging and understanding teachers' cultural identity, which is shaped by family background, shared values, and traditions, particularly in promoting respect.
2. Teachers should highlight how cultural identity influences teachers' behavior, beliefs, and attitudes, impacting their interactions with students, teaching methods, and ultimately, student academic performance.
3. Teachers must emphasize the importance of the interplay between cultural identity and socialization in shaping a teacher's sense of belonging, as evidenced by their teaching practices, interactions with others, and consideration of student beliefs.
KEYWORDS
Equitable. It refers to fair and impartial distribution of resources and opportunities to ensure everyone has equal access to education (Smith, 2018). In this study, it refers to the equal and culturally responsive teaching practices.
Globalized world. It is defined as a process of interaction and integration among people, companies, and government of different nation (Carnegie, 1997). In this study, it refers to the article that we use as a information to broaden our research perspectives.
Representative. A representative is an individual or entity designated or elected to act on behalf of a group or organization, typically to convey their interests, opinions, or preferences in decision-making processes (Oxford , 2022). In this study the term representative refers to individuals chosen from the teacher within Nasugbu East Sub-Offices who are deemed to embody diverse cultural backgrounds, experiences, and perspectives.
Anthropologist. Anthropology is the scientific study of the physical, social and cultural development and behaviour of human beings since their appearance on this earth. (Jacobs and Stern, 1949). In this study, it refers to the author of the article that we use for the background of the study Enhance. It refers to improving or arguing something, whether it's a process, product, or capability (Smith, 2017). In this study, it refers to improvement of collaboration and mutual respect within the educational community.
Incorporate. Incorporate typically refers to the process of legally forming a company or organization, usually involving the creation of a separate legal entity that is distinct from its owners(Johnson, 2017). In this study, it refers to teaching practices and students development. This involves acknowledging the unique cultural backgrounds, perspectives, and experiences of teachers and integrating this understanding into broader conversations about education and classroom dynamics.
Advocate. It refers to a a person who publicly supports or recommends a particular cause or policy (e.g.dictionary). In this study, it refers to the professional development programs that will help teachers incorporate diverse cultural perspectives into their methods and curriculum.
Perception. Perception is the process of becoming aware of situations, of adding meaningful associations to sensations (Gilmer, 2019). In this study, it refers to the understanding of the teacher's about cultural identity.
Competency. It is the embodiment of a mechanistic, technically-oriented way of thinking which is normally inappropriate to the description of human action, or to the facilitation of the training of human beings (Ashworth and Saxton, 1990). In this study, it refers to the ability to understand, respect, and value the beliefs, practices, and norms of different cultural groups.
Cultural Identity. It refers to identification and perceived acceptance into a group that has shared systems of symbols and meanings as well as norms or rules for conduct (Collier and Thomas, 1988). In this study, it refers to our main topic and its explain the cultural identity of selected teachers in Nasugbu District East Sub- offices.