Teaching in Foreign Lands: The Cases of Filipino Migrant Teachers John Peter A. Manzano

Thesis Doctor of Philosophy major in Educational Management University of Rizal System Pililla

The study aimed to investigate the cases and experiences of Filipino Migrant Teachers (FMTS) teaching in foreign lands. Specifically, it examined various aspects of a group of FMTs' professional lives, encompassing their salary and benefits, professional growth and development, work environment, instructional resources, family relationships, and intercultural influences. Additionally, the study sought to determine the impact of migration on the participants' content knowledge, pedagogy, and self-accomplishment, while examining their established identity based on their experiences and perceptions. Qualitative research design with a focus on in-depth interviews as the primary method of data collection was utilized in this study. An inductive thematic approach was employed, facilitating a thorough and systematic analysis of the qualitative data, ensuring that the findings were grounded in the participants' perspectives and experiences. In addition, the case study approach was used as an effective method for gaining a deep and detailed understanding of the experiences of a small group of Filipino Migrant Teachers. By focusing on a specific group within their natural settings, the researcher obtained rich and detailed insights into the social occurrences and experiences of the participants. This approach allowed for a thorough exploration of the context and complexities of their experiences, providing a comprehensive understanding of their unique perspectives and insights. The inquiries conducted reveal that Filipino Migrant Teachers who work abroad face a mix of challenges and opportunities. However, despite these obstacles, the experience could be fulfilling, providing chances for personal and professional development, and enabling them to make a positive impact on students. FMTs abroad also benefit from content knowledge, pedagogy, and self- accomplishment. They value continuous learning, adapt to challenges, and prioritize student impact and professional growth. Additionally, a supportive work environment is important to their well-being and job satisfaction. Another salient finding of the study is that the established identity of Filipino Migrant Teachers is characterized by a distinct combination of traits that significantly influence their approach to teaching and overall demeanor as educators in foreign lands. These traits include financial prudence, adaptability, interpersonal skills, open-mindedness, family orientation, resilience, and a sense of meaning and motivation in their role as teachers with a Filipino heart. Together. These qualities shape their teaching style and behavior as they navigate professional journey abroad. Thus, based on the findings presented, it can be concluded that FMTs face challenges related to cultural adaptation, but opportunities for improvement exist. Despite these challenges, they experience positive outcomes in terms of effective teaching, improved student outcomes, and better classroom management due to their content knowledge, commitment to continuous learning, and professional development. To enhance their teaching practices and student outcomes, continuous professional development and cross-cultural exposure are vital for FMTs, as these enable them to overcome cultural adaptation challenges while capitalizing on opportunities for improvement.