Lived experiences of Filipino international teachers in the USA

Abstract

This phenomenological study investigates the lived experiences of Filipino teachers engaged in the Cultural Teacher Exchange Program in North Carolina, USA. It focuses on their initial experiences upon arriving in the country, the challenges they encountered while teaching in a different educational and cultural setting, the coping strategies they used to overcome these challenges, and their reflections on their experiences as cultural exchange program educators. The findings reveal that while participants face significant emotional and cultural hurdles—including homesickness, language barriers, and adapting to different educational systems—they build resilience by engaging in continuous professional learning, seeking community support, and establishing spiritual grounding. The study underscores the need for mentorship systems, better career orientations, and mental health support to optimize the well-being and efficiency of international teachers. This research improves understanding of the complexities of teacher migration in an exchange program setup and provides practical recommendations for policymakers, school administrators, and cultural exchange organizers in enhancing international teaching experiences. The findings highlight the need to strengthen pre-departure preparation, institutional support, and well-being programs for international teachers to facilitate their cultural and professional adjustment. The study also recommends expanding future research on the long-term experiences of Filipino international educators across different educational contexts to further enrich the understanding of international teacher mobility.