Teachers' Readiness in the Implementation of IPED Program and Students' Academic Engagement

This study examined how students assess their teachers’ readiness in the Implementation of IPEd Program and their academic engagement. This also determined the significant relationship and identified dimensions that predicted students’ academic engagement. Using correlational and causal research designs, the researcher collected data using a two-part questionnaire that passed the validity and reliability tests to 101 indigenous students in the Division of Cagayan de Oro City during School Year 2025-2026. Mean, Standard Deviation, Pearson Product Moment Correlation, and Multiple Linear Regression were utilized to analyze and interpret the data collected. The findings reveal that teachers demonstrate a very high level of readiness in implementing the IPEd Program and that the students exhibit a very high level of academic engagement. The results also show a significant and strong positive relationship between teachers’ readiness and students’ academic engagement. Moreover, culturally responsive teaching strategies and assessment are significant predictors of students’ academic engagement. The study concludes that culturally responsive teaching strategies and assessment drive students’ academic engagement. Therefore, this study recommends that school administrators may sustain teachers’ readiness by providing continuous professional development.