Inclusive Pedagogy and Student Engagement in Secondary Filipino Classrooms: A Qualitative Study

Abstract

Abstract

Inclusive pedagogy plays a critical role in fostering meaningful student engagement, particularly in linguistically and culturally diverse classrooms. This study explores how inclusive teaching practices are enacted and how they influence student engagement in secondary Filipino classrooms at Bangbang National High School, Hungduan, Ifugao. Using a qualitative phenomenological design, the study examined the lived pedagogical experiences of Filipino teachers handling Grades 7 to 10. Data were gathered through semi-structured interviews, classroom observations, and document analysis, and analyzed using thematic analysis following Braun and Clarke (2006). Findings revealed five major themes: (1) Inclusion as Culturally Responsive and Linguistically Sensitive Pedagogy, (2) Differentiated Instruction as a Catalyst for Engagement, (3) Dialogic and Participatory Learning Practices, (4) Relational Teaching and Learner Motivation, and (5) Structural Challenges and Teacher Agency. Results indicate that inclusive pedagogy enhances student engagement through contextualized instruction, interactive strategies, and strong teacher–student relationships. However, challenges related to resources and training persist. The study contributes to inclusive education literature by highlighting context-specific practices in Filipino language instruction and underscores the need for strengthened institutional support.