Navigating the Experience of DepEd Teachers' Decision to Work Abroad: A Phenomenological Study (original) (raw)

Challenges and Opportunities in Working as Foreign Teachers in the United States

Psychology and Education: A Multidisciplinary Journal, 2024

While studies about teachers’ experiences in US is growing, no study was ever conducted among the rising population of Filipino teachers in the Florida district schools. This study generally aims to demystify and understand the lived experiences of selected Filipino teachers in terms of challenges, opportunities, and coping strategies while teaching in the foreign land. A pure qualitative and case study research design was employed. A total of five (5) Filipino teachers who have stayed in US for at least two years were purposively sampled. Statements and responses are thematically analyzed. Results showed that significantly better compensation and benefits, strong school support, and positive work-life balance are experienced opportunities relative to the previous encounters in the Philippines. On the other note, challenges are also evident in trade to the identified opportunities. Majority of the respondents grappled from emotional, psychological, and physical stress due to tough adjustments from culture and worsened by homesickness. Remarkably, building connections with the Filipino community support and constant communication with families are effective coping strategies that made the respondents succeed in US for at least two (2) years. It is further noted that no respondent has mentioned about Philippine government support inspite of the economic contribution of OFWs. Findings in this paper are significant information for benchmark and are potential inputs for policy development.

Perceptions of International Teacher Turnover in East Asia Regional Council of Schools

2017

Perceptions of International Teacher Turnover in East Asia Regional Council of Schools by Leon Michael Tkachyk MA, San Diego State University, 1996 BEd, University of Alberta, 1985 BPE, University of Alberta, 1983 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2017 Abstract High teacher turnover has become a serious problem globally, in many international schools, and is a growing concern in segments of the East Asia Regional Council of Schools (EARCOS). This persistent problem has a detrimental effect on student learning and upsets the culture of school communities. Herzberg’s motivation-hygiene theory served as the framework for this qualitative case study research that examined the perceptions of EARCOS international overseas-hire teachers, to determine their beliefs regarding high teacher turnover in international schools. These questions gave direction to this study: What factors do international ...

Overseas Teaching: The Voice of Filipino Early Childhood Education Teachers in Singapore

Pertanika Journal of Social Sciences and Humanities, 2022

This paper describes the lived experiences of Filipino early childhood education (ECE) teachers in Singapore. It utilized the qualitative research method, particularly Husserlian phenomenology. Fourteen Filipino ECE teachers were involved in this study who were chosen through purposive sampling based on the inclusion criteria - bachelor’s degree graduates with specialization in ECE in any higher education institution in the Philippines and currently teaching in Singapore for at least two years. The researcher was regarded as the main instrument with the use of the semi-structured interview. Colaizzi's method of data analysis was used to interpret the transcriptions. The analysis of the interview captured the experiences of the Filipino ECE teachers in Singapore and revealed the five overarching themes, namely: Teaching abroad as life’s turning point –Decision; Rigors of working abroad –Realities; Optimistic regard for adverse experiences – Conviction; Necessities for a successful pursuit –Fundamentals; and the desire to Echo the overseas journey upon return –Impact. These constitute the voice of ECE teachers in Singapore as they teach overseas. It can be construed that the Filipino ECE teachers’ experiences in a foreign country, no matter the adversities, have resulted in favorable outcomes and valuable life encounters that developed their professional, personal, and economic facets of life. This study provides the frame of reference for teachers who wish to venture overseas teaching on the kind of circumstances they might encounter; may it be on the personal or professional level. This also sheds light on the education department's efforts to strengthen the current educational system and internationalize ECE programs at higher education institutions in the Philippines.

Should teachers stay at home? The impact of international teacher mobility

Journal of International Development, 2006

This article assesses the impact of international teacher migration on developing countries, based on a project covering Botswana, England, Jamaica and South Africa. It draws upon fieldwork conducted in 2003, including surveys of schools, migrant teachers and trainee teachers. The article estimates the extent of the movements and argues that they are largely transitional. The salary gains from migration are reported, along with estimates of the costs to sending countries in terms of training subsidies. International recruitment is not found to lead to harmful shortages of teachers in Jamaica and South Africa, but may 'cream off' the more effective teachers.

International teacher attrition: multiperspective views

Teachers and Teaching, 2017

This special issue of Teachers and Teaching: Theory and Practice (TTTP) features international research on teacher attrition, a perennial problem receiving heightened attention due to its intensity, complexity, and spread. The theme of teacher attrition appears often in the scholarly literature emanating from Canada (i.e. Fantilli & McDougall, 2009), Ireland (i.e. O'Sullivan, 2006), Sweden (i.e. Lindqvist, Nordänger, & Carlsson, 2014), and elsewhere. Finland with its 'trust through professionalism' focus also experiences retention and attrition issues (i.e. Heikkinen, Jokinen, & Tynjälä, 2012). Even heavily populated China struggles to retain qualified teachers in its rural schools (i.e. Liu & Onwuegbuzie, 2012). According to the Organization for Economic Cooperation and Development (OECD), 'teaching is increasingly … a career of "movement in and out" and the "out" may be permanent. ' (Skilbeck & Connell, 2003, pp. 32-33). Growing concerns about escalating rates of teacher attrition, along with its calculable and incalculable effects, spurred a group of international researchers to investigate the phenomena over the past four years. As a member of the assembled international research team (i.e. Craig, 2013, 2014, under review), it is my distinct pleasure to edit this TTTP special issue focusing on multiperspectival views of international teacher attrition. The articles in this issue, which present teacher attrition through various theoretical and methodological lenses, feature cases from the United States, the Netherlands, Australia, Israel, Norway, and England. Geert Kelchtermans from Belgium concludes this special issue with an invited commentary, providing valuable insights as he lays his in situ knowledge and experiences alongside those of his international peers. The first article in this collection, Teacher attrition in the USA: The relational elements in a Utah case study, is authored by Melissa Newberry and Yvonne Allsop from Brigham Young University in the United States. Their contribution comprehensively surveys the teacher attrition literature and characterizes the severity of the teacher attrition crisis in the US, particularly in urban areas. The authors go on to paint the educational backdrop of the state of Utah in fine-grained detail. Then, Newberry and Allsop launch into their collective case study of six beginning Utah teachers and their decisions whether or not to leave the teaching profession. Framed methodologically and theoretically by the scholarship of Cochran-Smith et al. (2012) and Kelchtermans (1993), Newberry and Allsop's research identifies six elements that affect teachers' decision-making, which they elaborate. The authors conclude that 'relationships trump economics' where beginning teachers' final career decisions are concerned. The enormous problem of beginning and experienced teacher attrition in the US is followed by a more moderate case of beginning teacher attrition in the Netherlands. Authored by Perry den Brok (Eindhoven School of Education), Theo Wubbels (Utrecht University) and Jan van Tartwijk (Utrecht University), the article, Exploring beginning teachers' attrition in the Netherlands, briefly surveys the international literature and then rigorously presents the Dutch case, using helpful figures and tables as visual aids. What the authors discover speaks to the quality of teacher education in the Netherlands. Yet, den Brok, Wubbells, and van Tartwijk also acknowledge that teachers in the Netherlands are the least satisfied of anyone working in the professions. The authors recommend the use of The Job Demands-Resources Model developed by Dutch organizational psychologists Bakker and Demerouti (2007), to uncover some of the sorely missing pieces of the teacher attrition puzzle. They furthermore suggest that Dutch teacher

Comparative analysis of the teachers’ migration

Revista on line de Política e Gestão Educacional, 2021

This article analyses Russian and foreign academic research in the field of teacher migration. The study aims to determine the volume of research on the given subject area. We have used a comparative and structural-functional analysis and statistical means. The objectives were to study the concept of migration, to identify positive and negative aspects of labor migration, to examine the meaning of the terms of educational and intellectual migration, to identify the problems faced by teachers when moving to other countries based on the works of foreign authors. The teachers’ experience in such countries as the USA, Belgium, and Norway was analyzed for this purpose. The main results of the study confirm the relevance of the article’s topic. We came to the conclusion that the narrow focus “migration of teachers” is barely studied and requires additional research to identify the causes and factors in the teacher professional activities.

Factors Contributing to Expatriate Teacher Adjustment and Failure in International School Assignments

While the existant literature reviews the general issue of expatriate work adjustment primarily with corporate managers, the professional group of expatriate teachers assigned throughout the globe to international schools, has not been adequately investigated. As the mobile population of teachers in international schools is growing across continents, it is important to identify key factors contributing to expatriate teacher adjustment and failure. The scope of expatriate teacher adjustment and failure can be better understood by investigating factors contributing to psychological barriers to adjustment and their association with the extent of sociocultural and psychological adjustment. Adjustment to international assignments is considered to be a multidimensional construct. A decade of research culminated in a multidimensional model of expatriate adjustment developed in a study that tested for the following factors as functions of expatriate adjustment: 1) job factors, 2) organizational factors, 3) positional factors, 4) non-work factors, and 5) individual factors (Shaffer, Harrison and Gilley, 1999). Once this five factor model was developed, no studies have been conducted to show the reliability of these factors as functions of expatriate teacher adjustment. The purpose of this paper is to investigate these five factors as functions of expatriate teacher adjustment or failure, in order to provide useful information for international teacher recruiters who desire for a more accurate personnel selection process in hiring foreign nationals and for international schools to better facilitate expatriate teacher adjustment. The present investigation is a quantitative study designed to measure adjustment in expatriate teachers, i.e., individuals who have willingly left employment in their home country to seek out opportunities within the educational sector in a foreign jurisdiction (Von Kirchenheim, 2004). The method used in this study will be the survey method. Data collection will be conducted in international schools in Europe and the Middle East whose personnel policies include the hiring of expatriate teachers.

From Teacher to Teacher Educator: Experiences, expectations, and expatriation

Studying Teacher Education, 2006

This paper reports a study of two beginning teacher educators making the transition from classroom teacher to university-based teacher educator. A hybrid qualitative methodology, combining case study and self-study of teacher education practices, was used to investigate features of the institutional context they encountered, the knowledge bases they employed in their decision making, and the merging of their former identities as classroom teachers with their new identities as teacher educators. This paper reports on the questions that guided the study, its research frames and methodology, and the first two categories of results-institutional context and shifting role identification. These findings offer insights into the ways in which both beginning teacher educators managed to recast their teaching identities. A subsequent paper builds on these insights by addressing the frames of understanding and knowledge employed in this transition and by describing how these frames informed decisions made in the arena of teacher education practice.

The Social and Organisational Determinants of School Commitment of Expatriate Teachers

Journal of Research in International Education

The employment of expatriate teachers is explored here through the perspective of their organisational commitment. Drawing on the results of a public school teacher survey conducted in the Emirate of Abu Dhabi in 2014, this study used a multilevel framework to investigate the effects of teacher characteristics, school environment, and district level human resource management policies and practices on expatriate teachers’ school commitment. The results of the three-level model revealed that while teacher level attributes remained strong predictors of their school commitment, the social and organisational environment of the school greatly contributed to the organisational commitment of expatriate teachers. Interpersonal support within the school community and supportive work climates were crucial for expatriate teachers to build and sustain their commitment. Nationality was found to moderate the relationships between several workplace factors and teacher school commitment.

Teacher migration impact: A review

Teacher mobility has become a common feature of the cross-border flows and transnational networks that constitute globalisation. International and intraregional migration of teachers is an important factor in education provision and management in countries in the Southern Africa region, for example Botswana and South Africa. In an increasingly global context of teacher migration, education practitioners continue to strive for quality education. But has the mobility of teachers mediated the quality of education, and what are the implication of this for teacher education and training in higher education? This article explores teacher migration trends and dimensions of quality education, and assesses the impact that such teacher mobility has on education quality dimensions.