Authors : Michelle D. Macanlalay; Joy SB. Gaza

Volume/Issue : Volume 10 - 2025, Issue 6 - June

Google Scholar : https://tinyurl.com/mr478etm

DOI : https://doi.org/10.38124/ijisrt/25jun938

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This phenomenological study investigated the experiences of Filipino migrant teachers in American classrooms with two primary objectives: documenting the lived experiences of both novice and veteran Filipino teachers in the U.S. educational system and developing a community support platform tailored to their unique needs. Using a qualitative approach, the study engaged seven Filipino teachers through semi-structured interviews and focus group discussions, revealing significant challenges in cultural adaptation, classroom management, and professional development, with results demonstrating considerable cultural dissonance in classroom dynamics and student behavior management between novice teachers who struggled with immediate culture shock and veteran teachers who exhibited developed coping strategies. The findings emphasized how cultural discrepancies significantly impact workplace adjustment, leading to the development of a comprehensive Community Support Platform for Filipino Educators that provides assistance in four key areas: logistical support, cultural adaptation, professional development, and personal support.

Keywords : Filipino Migrant Teachers, Cultural Adaptation, Phenomenological Study, Teacher Experiences, Community Support Platform.

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