Title:
PROMOTION OF WELL-BEING AND CONTINUOUS EDUCATION OF INTERMEDIATE INDIGENOUS PEOPLE (IP) LEARNERS: FOUNDATION FOR AN ENHANCED PERSONALITY DEVELOPMENT PROGRAM

Authors:
Loida Dela Cruz Recolcol

Abstract:
Indigenous People (IP) learners faced unique challenges in education, requiring targeted interventions to support their well-being and continuous learning. Ensuring their holistic development and sustained academic engagement was essential for fostering inclusive education. This study determined the promotion of well-being and continuous education of intermediate IP learners in San Felipe District, Schools Division of Zambales, during the School Year 2024-2025. A descriptive-correlational research design was employed, involving 129 intermediate IP learners and 129 home learning facilitators selected through total population sampling. A validated researcher-made questionnaire was used to measure the promotion of well-being (? = .99) and continuous education (? = .99) of intermediate IP learners and the latter as perceived by home learning facilitators (? = .99). Findings revealed that most intermediate IP learners were 10-yearold male Grade 6 students with one sibling, belonged to families earning P19,999 and below, and had home learning facilitators who were high school graduates. They studied less than an hour daily and attended only one personality development session. Their well-being was moderately promoted in terms of social support, cultural awareness, mental health, and emotional resilience. Their continuous education was moderately effective in accessibility, curriculum relevance, engagement, and academic progress, as perceived by both learners and home learning facilitators. A significant difference was found between the promotion of well-being and learners' profiles, while no significant difference existed between learners’ and facilitators’ perceptions of continuous education. A strong positive correlation was observed between well-being and continuous education, while a weak, non-significant correlation was noted in facilitators’ perceptions. These findings guided the development of an enhanced personality development program. This study contributed to the research world by highlighting the relationship between well-being and continuous education among IP learners, providing a basis for culturally responsive educational interventions.