The Enhanced-Instructional Management by Parents, Community, and Teachers (E-IMPACT) and the Indigenous Peoples (IPs) Literacy

This study evaluated the implementation of the Enhanced Instructional Management by Parents, Community, and Teachers (E-IMPACT) Program and its influence on the literacy competency of Indigenous Peoples (IP) learners in public elementary schools in the San Jose North District, Schools Division of Occidental Mindoro. Guided by Bronfenbrenner's Ecological Systems Theory and Wenger’s Community of Practice Theory, the study examined the roles of teachers, parents, and community members in supporting culturally responsive literacy education. A descriptive research design was employed involving 142 respondents, including school heads, teachers, community learning facilitators, and parents. Data were collected using a researcher-developed questionnaire based on DepEd Order No. 54, s. 2012, which demonstrated excellent reliability (Cronbach's α = 0.975). Learners’ literacy competency was determined using Philippine Informal Reading Inventory (Phil-IRI) results in English and Filipino. Descriptive statistics and chi-square tests were used to analyze the data. Results showed that the E-IMPACT Program was generally implemented across its major components, including teacher and parent training, community mobilization, self-learning modules, learner assessment, parental involvement, facilitation, and program monitoring and evaluation. However, learners demonstrated varying levels of literacy competency, indicating continuing challenges in reading proficiency. Significant differences in the assessment of program implementation were observed across selected respondent profile variables, suggesting that stakeholder characteristics influence program implementation. The findings indicate that E-IMPACT is a viable community-based and culturally responsive instructional approach for Indigenous learners. Strengthened capacity-building initiatives, sustained community participation, and context-sensitive assessment practices are recommended to improve program effectiveness and support literacy development among Indigenous learners.