TEACHERS’ KNOWLEDGE IN PRESERVATION OF TRADITIONAL LEYTEÑO – SAMARENO (WARAY) FOLK SONGS TOWARDS CULTURALLY RESPONSIVE PEDAGOGY

Abstract

This study aimed to assess and identify the teachers’ knowledge in the preservation of traditional leyteño – samareno folk songs towards culturally responsive pedagogy. The study employed a descriptive qualitative approach wherein researchers interviewed five teachers based on rank and ethnicity. When a straightforward explanation of phenomena is sought, a qualitative descriptive method must be the design of choice. It is a method that is highly helpful when researchers want to know who were engaged in an event, what was involved, and where it occurred. The study found out that participants’ ways of acquiring knowledge of traditional Waray-waray folk songs represent different sources, 75% comprise answers in school, from seminars/workshops held at Tacloban and Samar places. Generally, the ability of the teachers to teach traditional folk songs is significantly impacted by their lack of substance and pedagogical understanding. The proficiency of the instructors in teaching traditional folk songs will be passed down through the generations based on how accurately the songs are sung. Every music instructor struggles to localize and contextualize traditional folk songs because of their very limited learning material and pedagogical experience, particularly those who are not native residents of the area.