TEACHING PRACTICES AND ADAPTATION CHALLENGES AMONG FILIPINO EDUCATORS IN UNITED STATES-BASED INSTITUTIONS

Abstract

This study examined the teaching practices and adaptation challenges of Filipino educators working in United States public schools, with particular focus on Unified School District 457 in Garden City, Kansas. Amid the ongoing teacher shortage in the United States, Filipino educators have been actively recruited due to their strong professional backgrounds and English proficiency. However, transitioning into a new educational system presents significant pedagogical, cultural, and institutional challenges. Anchored in constructivist learning theory, culturally relevant pedagogy, and adaptive expertise theory, this research aimed to determine the level of effectiveness in teaching practices among Filipino educators, identify the extent of adaptation challenges they encounter, and examine differences based on selected demographic variables. Employing a descriptive quantitative research design, data were collected from 101 Filipino educators who arrived in the United States in July 2024 under H-1B visas and were assigned to elementary, middle, and high school levels. A researcher-made and validated survey questionnaire was used to measure teaching effectiveness in terms of instructional planning and content delivery, differentiation for diverse learners, integration of culturally responsive teaching strategies, and assessment and feedback practices. The instrument also assessed adaptation challenges related to language and cultural barriers, student behavior and engagement, curriculum alignment, parent communication, and school administration and governance. Data were analyzed using descriptive statistics, t-tests, and analysis of variance (ANOVA). Results indicated that Filipino educators demonstrated generally effective teaching practices but experienced moderate to high levels of adaptation challenges, particularly in classroom management, curriculum alignment, and navigating cultural and systemic differences in U.S. schools. Significant differences in teaching practices and adaptation challenges were observed when respondents were grouped according to selected demographic characteristics. These findings highlight the complex relationship between instructional effectiveness and professional adaptation in culturally diverse educational settings.
Based on the findings, the study proposed a strategic adaptation toolkit to enhance instructional readiness and support Filipino educators during their transition into U.S. classrooms. The results have important implications for school administrators, policymakers, and teacher education institutions in designing targeted professional development, mentoring, and support systems for internationally recruited teachers.