A Lifetime of Service: The Narratives of Sexagenarian Educators Assigned in the Indigenous Cultural Communities

This study explored the lived experiences of sexagenarian educators serving in Indigenous Cultural Communities (ICCs) and examined the cultural and educational meanings they ascribed to their long-term teaching experiences. Using a qualitative narrative inquiry approach, the study involved five purposively selected educators aged 60 years and above who had extensive teaching experience in Indigenous communities in Maasim 2 and 3 Districts, Sarangani Province, Philippines. Data were collected through in-depth semi-structured interviews and analyzed using thematic narrative analysis guided by Colaizzi's phenomenological framework. The findings revealed that sexagenarian educators encounter numerous challenges, including language barriers, geographical isolation, inadequate educational resources, cultural differences, and limited institutional support. Despite these difficulties, participants demonstrated resilience and adaptability by learning local dialects, contextualizing lessons, and utilizing indigenous materials to sustain meaningful instruction. Their narratives further showed that teaching in Indigenous communities evolved into a personal and professional mission characterized by service, purpose, and deep cultural commitment. The study also found that prolonged immersion in Indigenous communities fostered significant personal and professional transformation. Participants developed greater cultural sensitivity, empathy, and appreciation for Indigenous knowledge systems, leading to more culturally responsive and inclusive teaching practices. Moreover, teaching in Indigenous settings emerged as a reciprocal process in which educators not only imparted knowledge but also learned valuable lessons from the communities they served. The study concludes that sexagenarian educators possess invaluable experiential knowledge that can inform culturally responsive teacher preparation, mentoring programs, and teacher deployment policies. Preserving their narratives is essential for promoting sustainable, equitable, and culturally grounded education in Indigenous communities.