Opportunities and struggles beyond borders: A phenomenological inquiry into Filipino teachers’ overseas experiences
DOI:
https://doi.org/10.5281/zenodo.20237999Keywords:
filipino teachers abroad, teacher migration, descriptive phenomenology, lived experiences, coping mechanismAbstract
Education remains a vital driver of national development; however, the teaching profession in the Philippines continues to face persistent challenges, including low salaries, heavy workloads, and limited opportunities for career advancement. These conditions have contributed to increasing teacher migration as Filipino educators seek better compensation, improved working conditions, and broader professional growth opportunities abroad. While overseas teaching offers promising prospects, it also exposes teachers to significant personal and professional challenges, including cultural adjustment, language barriers, and emotional strain resulting from separation from family. This study employed a descriptive phenomenological approach to explore the lived experiences of Filipino teachers teaching abroad, focusing on their motivations, challenges, and coping mechanisms. Data were gathered through in-depth interviews with eight purposively selected Filipino teachers currently teaching in Thailand and the United States. Using Colaizzi’s method of analysis, significant statements were extracted and clustered into themes. The results revealed both positive and negative dimensions of the overseas teaching experience. Positive experiences included holistic personal development, financial stability, enhanced pedagogical competence, and professional transformation. However, participants also reported challenges such as curriculum differences, communication barriers, emotional strain, and cultural adjustment difficulties. Thematic analysis further revealed that teachers relied on coping mechanisms such as family and colleague support, faith and optimism, and active cultural and language adaptation, illustrating resilience and adaptive capacity amid complex transnational teaching realities.
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