ABSTRACT
This qualitative phenomenological study examined the lived teaching experiences of Filipino teachers in local and international contexts through in-depth interviews. Findings revealed that teachers in the Philippines experience professional growth and skill development, positive teacher-student relationships, community and parental involvement, but also face job dissatisfaction and educational inequalities. Specifically, challenges include limited resources and teacher out-of-pocket expenses, large class sizes, heavy workloads, and low salary. Conversely, teachers teaching abroad benefit from advanced use of technology, inclusive, individualized, and differentiated instruction, manageable workloads, and better compensation; however, they encounter difficulties related to curriculum adjustments, classroom management and student behavior, language and communication barriers, and lack of adequate technological skills. Policy recommendations were developed to address the challenges and support teachers’ effectiveness, well-being, and career satisfaction locally and abroad.
Keywords: Teachers Teaching Experiences, Philippines, Abroad, Policy Recommendations
INTRODUCTION
Teacher mobility and the internationalization of the teaching profession have become increasingly prominent in global education discourse. Educators often seek opportunities beyond their home countries, or engage with globalized curricula while remaining in local systems. For the Philippines, which has a long history of teacher migration and overseas employment, understanding the experiences of teachers both domestically and abroad is essential. Domestic teaching contexts present unique challenges, while international assignments introduce distinct professional and personal dynamics that influence teacher identity, pedagogy, and career trajectory (Dela Cruz, 2021; Garcia & Tan, 2022).
Within the Philippine education system, teachers frequently contend with institutional, socio-cultural, and resource-related constraints. Large class sizes, limited instructional materials, and heavy administrative workloads are commonly reported challenges (Santos, 2020). Moreover, teacher shortages in certain regions exacerbate the problem. For instance, the Department of Education in Central Visayas reported that 779 teachers left for overseas employment between 2021 and 2024, creating gaps in local schools (Philippine Star, 2025). These conditions function as “push” factors, motivating teachers to seek employment abroad or in alternative teaching arrangements.
Conversely, Filipino teachers working abroad gain professional growth but also face cultural and adaptation challenges. They often encounter language barriers, curriculum differences, homesickness, and the need to adjust to new school environments (Reyes, 2023). Higher salaries, better career opportunities, and improved working conditions attract them to international positions (Garcia & Tan, 2022). Despite these challenges, their experiences enhance pedagogical skills, cultural competence, and exposure to innovative practices, benefiting the Philippine education system when they return (Villanueva, 2021).
Despite the growing body of literature, several research gaps remain. Most studies focus exclusively on either domestic or international teaching experiences, without exploring the intersection and transferability of lessons between the two contexts (Dela Cruz, 2021; Reyes, 2023). Additionally, while teacher migration and overseas teaching experiences have been documented, fewer studies connect these experiences directly to policy implications, such as teacher preparation, professional development, retention strategies, and resource allocation (Villanueva, 2021; IJFMR, 2025). Understanding these experiences in a holistic manner is crucial for developing evidence-based policies that support teachers across contexts.
The dual experience of teaching in the Philippines and abroad creates opportunities for mutual learning and system improvement. Teachers with international exposure can bring innovative practices, global perspectives, and cross-cultural skills to local classrooms. Meanwhile, improving local conditions—such as better pay, reduced workload, and more professional development—can reduce attrition and strengthen retention (Santos, 2020; Philippine Star, 2025). These factors support policy efforts to enhance teacher welfare and professional growth.
Given this context, this study sought to examine Filipino teachers’ experiences teaching in both the Philippines and abroad. It aimed to identify the challenges, benefits, and professional outcomes associated with each context and derive actionable policy recommendations. By documenting these experiences, the study hoped to inform strategies that enhance teacher retention, support professional development, and strengthen the international competitiveness of the Philippine education workforce.
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