TEACHERS’ PERCEPTIONS ON INTEGRATING LOCAL CULTURAL PRACTICES IN NON-CULTURAL SUBJECTS IN SECONDARY SCHOOLS OF LUCENA CITY: A NARRATIVE INQUIRY

This study explores the secondary school teachers’ perceptions of integrating local cultural practices into non-cultural subjects, specifically Mathematics and Science, in selected secondary schools in Lucena City. It examines how teachers perceived cultural integration in terms of students’ cultural roots, cultural beliefs and practices, and cultural heritage, as well as the culturally responsive strategies employed, challenges encountered, and opportunities identified in the integration proces