Filipino Teachers’ Teaching Experiences in Select Southeast Asian Countries: A Meta-Synthesis
DOI:
https://doi.org/10.67167/vertex.767Keywords:
Filipino teachers, teaching abroad, southeast asia, teacher migration, meta-synthesisAbstract
This study aimed to synthesize the teaching experiences of Filipino teachers in selected Southeast Asian countries, focusing on their motivations, challenges, adaptation, and professional development. A qualitative meta-synthesis design was employed using studies published from 2016 to 2026 and retrieved from Google Scholar, Crossref, OpenAlex, and Scopus through Harzing’s Publish or Perish. The studies were screened using the PRISMA 2020 framework, assessed using the CASP qualitative checklist, and analyzed through thematic analysis. Twenty-three qualitative studies were included in the synthesis. Five themes emerged: (1) migration motivations and professional trajectory, (2) cultural and instructional adaptation, (3) challenges and constraints in teaching, (4) emotional and psychological experiences, and (5) coping strategies and professional resilience. These themes converged into the meta-theme of teachers’ transnational professional lived experiences. The findings show that teaching abroad provides opportunities for professional and personal growth while requiring teachers to navigate cultural, linguistic, institutional, and emotional challenges. The study highlights the importance of professional development, cultural orientation, social support, and well-being support for Filipino teachers working in international educational contexts.
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