Competence Level of Social Sciences Teachers in Promoting Cultural Awareness and Heritage Preservation

Abstract

Culture-based education is important for developing learners’ cultural identity and promoting heritage preservation amid rising globalization and sociocultural change. The study assessed the competency of Social Sciences instructors in Senior High Schools in fostering cultural awareness and preserving legacy within the Schools Division of Tagbilaran City, Bohol. Specifically, it examined teachers' competence in incorporating cultural awareness into instruction, determined the relationship between cultural awareness and heritage preservation competencies, and explored teachers' experiences and challenges in implementing culture-based education. A mixed-method explanatory sequential design was utilized in the study. The participants were Social Sciences instructors, students, school heads, and subject-area coordinators, recruited through purposive sampling. Descriptive statistics and Spearman’s rank-order correlation were used to assess the quantitative data, while theme analysis was used for the qualitative data. Results revealed that teachers demonstrated a very satisfactory level of competence in integrating cultural awareness, particularly in pedagogical approaches and knowledge of local cultural heritage. A very strong positive relationship was found between cultural awareness and heritage preservation competencies (p = .886, p < .001), indicating that these competencies are mutually reinforcing. Qualitative findings indicated that teachers serve as cultural stewards but also highlighted limitations in localized teaching materials, professional development, and institutional support. The study proposes that culture-based education may be further promoted and that the preservation of local cultural assets can be supported through collaborative connections, contextualized teaching materials, and continuous professional development.