Teaching Across Borders: An Inquiry into the Motivations and Challenges of Filipino Science Teachers in Selected Schools in the Central Region of Thailand
DOI:
https://doi.org/10.5281/zenodo.23264463Keywords:
challenges, cross-cultural teaching, Filipino science teachers in Thailand, motivations, resilienceAbstract
This qualitative phenomenological study explored the motivations and challenges of Filipino science teachers in selected schools in the Central Region of Thailand. It sought to understand the factors driving their decision to teach abroad and the obstacles encountered in their professional journey. Using Colaizzi’s descriptive phenomenological method and MAXQDA24 for data analysis, interviews with eight participants revealed five key themes: (1) Personal Motivation and Commitment, including financial stability, professional growth, and cultural pride; (2) Teaching Environment and Support, emphasizing resources, training, and teacher-student relationships; (3) Cultural and Language Adaptation, focusing on linguistic barriers and cultural immersion; (4) Working Environment and Support Systems, including recognition and collaboration; and (5) Teaching and Cultural Challenges, such as limited academic freedom and classroom management. Despite these challenges, participants showed resilience, using creative strategies to succeed in a foreign educational system. The findings highlight the importance of institutional support and cultural adaptation in cross-cultural teaching, providing insights for policymakers and administrators to enhance teacher retention and professional development. This study contributes to understanding the dynamics of international teaching and offers actionable recommendations to support Filipino science teachers in Thailand and similar contexts.
Downloads
References
Aguenza, B. B., & Som, A. P. M. (2012). Motivational factors of employee retention and engagement in organizations. International Journal of Advances in Management and Economics, 1(6), 88–99. https://www.managementjournal.info/index.php/IJAME/article/viewFile/233/222
Anderson, K., & Libel, J. H. (2014). A review of “Interviewing as qualitative research: A guide for researchers in education and the social sciences” (4th ed.). The Qualitative Report, 19(30), 1–3.
Asad Juma, A. (2024). The state of teacher empowerment in schools: A review of retention challenge and strategies. International Journal of Innovative Science and Research Technology, 9(3), 2147–2149.
ASEAN Secretariat. (2015). ASEAN economic community (AEC) blueprint 2025. ASEAN Secretariat. https://asean.org/asean-economic-community/
Billingsley, B., & Bettini, E. F. (2019). Special education teacher attrition and retention: A review of the literature. Review of Educational Research, 89(5), 697–744. https://doi.org/10.3102/0034654319862495
Cahilog, D. T., Sarong, J. S., & Arcilla, F. E. (2023, September). Exploring the motivations and challenges of teachers leaving DepEd for overseas opportunities. ResearchGate. https://www.researchgate.net/publication/374339163_Exploring_the_Motivations_and_Challenges_of_Teachers_Leaving_DepEd_for_Overseas_Opportunities
Caulfield, J. (2023, June 22). How to do thematic analysis: Step-by-step guide & examples. Scribbr. https://www.scribbr.com/methodology/thematic-analysis/
Cong-Lem, N. (2022). Vygotsky’s, Leontiev’s and Engeström’s cultural-historical (activity) theories: Overview, clarifications and implications. Integrative Psychological and Behavioral Science, 56(4), 1091–1112. https://doi.org/10.1007/s12124-022-09703-6
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology / Psychologie canadienne, 49(3), 182–185. https://doi.org/10.1037/a0012801
Ekwevugbe, A. O., & Atare, F. O. (2022). Assessment of availability, adequacy and utilization of instructional resources for teaching public secondary school students in Delta State Nigeria. Journal of Education and Practice, 13(3), 75–82. https://doi.org/10.7176/jep/13-3-08
Herzberg, F. (2004). The motivation to work. John Wiley & Sons.
Ibrahim, I. W., Ghazali, I. M., Abdullah, S. A. S., Rahmat, N. H., Hamid, M. H. A., & Azhari, S. H. A. (2023). Exploring motivation for learning using Hertzberg’s two factor theory. International Journal of Academic Research in Business and Social Sciences, 13(3), 1065–1083. https://doi.org/10.6007/IJARBSS/v13-i3/16482
Ingiaimo, M. S. (2012). A phenomenological study of motivations, experiences and reflections as related teacher training and development in Tanzania (Doctoral dissertation, Liberty University). Liberty University Digital Commons. https://digitalcommons.liberty.edu/doctoral/606/
Jones, T. L. (2011). Effects of motivating and hygiene factors on job satisfaction among school nurses (Publication No. 3481261) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global.
Jukes, M. C. H., Sitabkhan, Y., & Tibenda, J. J. (2021). Adapting pedagogy to cultural context (RTI Press Publication No. OP-0070-2109). RTI Press. https://doi.org/10.3768/rtipress.2021.op.0070.2109
Kasmawati, Y. (2019). Pentingnya budaya kolaboratif: Suatu tinjauan literatur. Jurnal Manajemen Strategi Dan Aplikasi Bisnis, 2(2), 203–214. https://doi.org/10.36407/jmsab.v2i2.97
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79–122. https://doi.org/10.1006/jvbe.1994.1027
Maslow, A. H. (2013). A theory of human motivation. Start Publishing LLC.
Ministry of Education of Thailand. (2008). The basic education core curriculum B.E. 2551 (A.D. 2008). Office of the Basic Education Commission. http://academic.obec.go.th/images/document/1525235513_d_1.pdf
Morrow, R., Rodriguez, A., & King, N. (2015). Colaizzi’s descriptive phenomenological method. The Psychologist, 28(8), 643–644.
Namaste, N., Sherman, W., Gibson, A., & Spira-Cohen, E. (2024). Intercultural professional development for educators: Applying intercultural learning to enhance effectiveness. Frontiers: The Interdisciplinary Journal of Study Abroad, 36(1), 280–311. https://doi.org/10.36366/frontiers.v36i1.821
Nickerson, C. (2021, November 16). Herzberg's motivation two-factor theory. Simply Psychology. https://www.simplypsychology.org/herzbergs-two-factor-theory.html
Novio, E. B. C. (2018, March). Tourist to ajarn: The Filipino teachers in Thailand. Proceedings of the 8th National and International Conference, 1(9), 48–63. http://journalgrad.ssru.ac.th/index.php/8thconference/article/view/1216
OECD. (2019). How teachers update their teaching skills to cope with the rapidly changing world (Teaching in Focus No. 28). OECD Publishing. https://doi.org/10.1787/282b9edd-en
Philippine Statistics Authority. (2022). 2021 overseas Filipino workers (final results). https://psa.gov.ph/content/2021-overseas-filipino-workers-final-results
Sadeghi, K., Richards, J. C., & Ghaderi, F. (2020). Perceived versus measured teaching effectiveness: Does teacher proficiency matter? RELC Journal, 51(2), 280–293. https://doi.org/10.1177/0033688219847192
Sanders, C. (2003). Application of Colaizzi’s method: Interpretation of an auditable decision trail by a novice researcher. Contemporary Nurse, 14(3), 292–302. https://doi.org/10.5172/conu.14.3.292
Schaub, M. (2004). Social cognitive career theory: Examining the mediating role of sociocognitive variables in the relation of personality to vocational interests. Dissertation Abstracts International Section A: Humanities and Social Sciences, 64(7-A), 2463.
Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences (4th ed.). Teachers College Press.
Triggs, A. D. (2021). Fostering cross-cultural competence in linguistically and culturally diverse learners. In L. Wellner & K. Pierce-Friedman (Eds.), Supporting early career teachers with research-based practices (pp. 130–146). IGI Global. https://doi.org/10.4018/978-1-7998-6803-3.ch006
Ulla, M. B. (2019). Filipinos as EFL teachers in Bangkok, Thailand: Implications for language education policy in the ASEAN region. RELC Journal, 52(2), 343–352. https://doi.org/10.1177/0033688219881643
Ye, J. (2021). The relationship of academic self-efficacy, goal orientation, and personal goal setting among high school students. Frontiers in Educational Research, 4(11), 46–58. https://doi.org/10.25236/FER.2021.041109
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
