THE PEDAGOGICAL Horizon of Filipino English Language Teachers in Foreign Countries: A Multiple Case STUDY

Abstract

This qualitative multiple case study aimed to unveil the lived experiences, and coping strategies of five Filipino English language teachers in foreign countries: a Filipino English teacher in Thailand, Vietnam, Japan, USA, and in Italy were chosen through maximum variation sampling. Their experiences and coping strategies were examined using in-depth interviews. Data triangulation was done by interviewing each case’s family members, colleagues, and friends. Thematic analysis resulted from five emergent themes on the experiences: well-provided with teaching materials, comfortable working conditions, financial stability, use of varied instructional strategies, and growth opportunities. The emergent themes for coping mechanisms included adopting viable strategies for language barriers, mending unpleasant student behavior, and resolving culture shock. The five cases were generally similar in their experiences and challenges. As for coping strategies, five cases adopted viable strategies for language barriers, three cases differed on mending unpleasant student behavior, and all cases resolved culture shock. These findings show the importance of the experiences of Filipino English language teachers working internationally as this study offers insights into their adaptive strategies and highlights areas where additional support and resources may be beneficial. These insights can enhance teachers’ understanding and strategies leading to more effective decision-making and implementation of education internationally.