“Beyond Borders”: The Lived Experiences of Filipino Teachers Teaching Abroad

Abstract ―​

This qualitative study employed a descriptive phenomenological approach to explore the lived experiences of beginning Filipino teachers currently working abroad. Focusing on those who had voluntarily chosen to teach abroad and had between one to five years of international teaching experience, the study aimed to understand their motivations, challenges, personal transformations, and professional growth. Eight (8) participants were selected through purposive-snowball Key motivations included economic, professional, experiential, and values-based reasons. sampling. Thematic analysis revealed rich insights across several domains. Key motivations included economic, professional, experiential, and values-based reasons. Participants encountered significant challenges in cultural adaptation, pedagogical shifts, classroom management, and professional expectations. They navigated linguistic, professional, and psychosocial complexities as they integrated into their host countries. Filipino values such as relational warmth, moral integrity, and adaptability were central to their teaching practices. Participants relied on social, institutional, and internal support systems to cope with emotional and professional demands. Comparisons between teaching in the Philippines and abroad highlighted differences in instructional resources, pedagogical approaches, classroom dynamics, compensation, and emotional experience. The impact on their professional trajectories was marked by enhanced pedagogical skills, global competence, and expanded career pathways. Finally, the study identified key curricular insights related to culturally responsive pedagogy, teacher development, and student well-being. The findings culminated in the development of an emerging framework that may inform education policy, improve teacher preparation programs, and support Filipino educators in global contexts.