Engagement of Indigenous Peoples Education Teachers in a Culturebased Professional Learning Community for Biology Teaching

Teacher engagement is essential to advancing culturally responsive science education in Indigenous Peoples Education (IPEd) contexts. This study examined IPEd teachers’ engagement in a culture-based Professional Learning Community (PLC) for biology teaching using a sequential explanatory mixed-methods design. Quantitative data were gathered through engagement surveys and participation records to assess teachers’ affective, behavioral, and cognitive engagement during the PLC. These findings were further explained through qualitative data from focus group discussions, reflective journals, and collaborative outputs. The PLC brought together teachers, researchers, and Indigenous community members to co-develop biology learning resources integrating Indigenous Knowledge Systems and Practices (IKSP). Quantitative results showed consistently high engagement across all dimensions. Qualitative findings revealed increased teacher confidence in integrating IKSP, strengthened professional collaboration, and deeper reflective practice while maintaining scientific accuracy. Indeed, the study demonstrates that culture-based PLCs offer a sustainable and contextually responsive approach to enhancing teacher engagement and professional learning in IPEd biology instruction.