Filipino Teachers Cultural Adaptation: A Phenomenological Study in Malaysian International School

Abstract

This phenomenological study explored the lived experiences of Filipino international teachers in Malaysia as they navigated the complexities of pedagogical and cultural adaptation. Data were collected through semi-structured, in-depth interviews with six (6) educators who had at least two years of teaching experience in Malaysian international school contexts. The narratives were analyzed using Braun and Clarke’s (2006) six-phase thematic analysis to ensure a systematic and rigorous interpretation of participants’ accounts. The analysis yielded three salient themes: (1) Socio-Pedagogical Transition, referring to teachers’ adjustment from traditional, teacher-centered instruction to student-centered and inquiry-based curricula such as the International Baccalaureate (IB) and IGCSE; (2) Intercultural Evolution, describing the development of heightened cultural and religious sensitivity as a means of sustaining classroom harmony; and (3) Professional Resilience, reflecting how adaptation challenges functioned as catalysts for strengthened self-efficacy and pedagogical competence. Overall, the findings suggest that while Filipino international teachers demonstrate strong adaptive capacity, sustained effectiveness in multicultural settings is shaped by ongoing cultural reflexivity and instructional flexibility. In light of these findings, the study advances a Professional Support Framework for Filipino International Teachers. The framework underscores the  importance of structured peer mentorship, sustained intercultural training, and collaborative professional learning communities. It reframes adaptation not as an individual burden but as an institutional responsibility, aimed at promoting teacher well-being, enhancing professional growth, and strengthening instructional practice within diverse educational environments.