Living and Teaching Internationally: Teachers' Experiences, Prospects and Challenges

Abstract

One of the primary challenges Filipino teachers face in the United States is the adjustment to a new culture. The adjustment process can be overwhelming, and the teachers may face cultural shock and feel isolated as they navigate the American education system. Working in a different culture can also provide Filipino teachers with opportunities for professional growth and development. Thus, the researcher wanted to learn more about the challenges faced by Filipino international teachers in the United States and how they dealt with them. This study aimed to explore and determine Filipino teachers' experiences, coping strategies, and challenges living and teaching internationally. This study utilized qualitative research to design a term for various approaches to and methods of analyzing natural social life. The study’s participants were the ten (10) Filipino teachers currently living and teaching in the United States of America, specifically in Arizona. They are a J1 or H1B visa holder. Three (3) male and seven (7) female informants participated in the study. This study employed a semi-structured interview to gather pertinent information from the participants. Thematic analysis is a research method that involves identifying, analyzing, and reporting patterns or themes within data. In this qualitative study, the researcher utilized in-depth interviews using open-ended questions as primary tools for data collection. From the interview of ten participants, their experiences gave way to four emerging themes with 11 subthemes, which showed how they struggled, coped, learned, and planned as they stayed in Arizona, USA. Filipino educators frequently encounter opportunities abroad that come with challenges they must overcome. Adapting to a new situation is only sometimes straightforward, which presents obstacles for these educators.

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