CHILD-REARING PRACTICES OF THE MANOBO AND MANDAYA TRIBES: INSIGHTS FOR ELEMENTARY TEACHING
Abstract
This study aimed to explore the lived experiences of Manobo and Mandaya parents in child-rearing. This research aims to shed light on the lived experiences of Manobo and Mandaya parents in child-rearing. Using a phenomenological study, seven (7) participants for Manobo and (8) respondents for Mandaya from Davao Region, Philippines, were selected through purposive sampling and interviewed face to face. Thematic analysis was used in the study to generate themes from the responses. In challenges and experiences, it involved the following: Emphasizing Moral Development, Teaching Discipline, Education is not considered a priority, Clash between parental authority and attitudes of the youth, Lack of Basic School Resources, Insufficient Income of Parents to Provide. However, coping mechanisms used by parents involve the following: Increased Parental Effort for Sustenance and Support, Promoting the Value of Education to their Offspring, Parental Involvement in Learning. Lastly, in terms of the lessons and insights shared by the participants, it highlights the following: Aspirational Views on Education, Parents Expectation on Role of Teachers. Through analysis of the responses from the respondents, the researchers found that parents from Manobo and Mandaya tribes emphasized the importance of education in their children and that they are involved in their learning. However, their children are unmotivated to go to school as it does not allow them to contribute financially to their family. The results provide significant information about the child-rearing practices of the parents in understanding their challenges, educators can develop targeted interventions to increase motivation to go to school and to create an inclusive learning environment.
Sustainable Development Goal No. # 4: Quality Education
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