


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 7, No. 3, 2024 

www.scholink.org/ojs/index.php/grhe 

18 

 

Original Paper 

Filipino Teachers‟ Revelations in Working Abroad 

Don Vicente C. Real
1*

 & Neill A. Flordeliz
2
 

1
 Jose Rizal University, College of Education, Arts, & Sciences, Mandaluyong City, Philippines 

2
 Villaflores College, Elementary Department, Tanjay City, Philippines  

*
 Don Vicente C. Real, E-mail: donvicente.real@jru.edu 

 

Received: August 3, 2024    Accepted: August 13, 2024    Online Published: September 2, 2024 

doi:10.22158/grhe.v7n3p18                     URL:http://dx.doi.org/10.22158/grhe.v7n3p18 

 

Abstract 

This study explored the reasons and lived experiences of 20 Filipino teacher respondents in the school 

year 2023-2024. The qualitative method through phenomenological research was adopted. It is the 

method of discovering and structuring the meaning of human incidents through interviews with people 

involved in the real-life experience (Creswell, 2007; Polit & Beck, 2012). Patton (2002) describes that 

determining sample size in qualitative research does not follow one rule. There is no one rule related to 

sample size when using a qualitative research design. The respondents expressed heart-warming and 

overwhelming insights into their acculturation in the USA and Southeast Asian countries. 

Homesickness was the only negative thought, but it was easily overcome due to the availability of 

social media, which established the communication link with family members. Teaching abroad served 

as the turning point as their personal and professional “inputs” were outweighed by the “outputs” in 

terms of financial benefits, perks, and other work-life balance initiatives by schools abroad. Hence, the 

Department of Education should improve the economic conditions of teachers to avoid the exodus of a 

greater number of trained teachers in the service years ahead. 

Keywords 

Teachers, Experience, Employment, Acculturation, Qualitative Research  

     

1. Introduction 

In the Philippines, teaching is a respected profession, and teachers are viewed as catalysts of social 

transformation and nation-building. Despite the prestige of teaching in the home country, there have 

been increased employment opportunities abroad that have enticed Filipino educators for the last 

decade for various reasons, including better pay, opportunities for professional growth, and the chance 

to experience different cultures. Those who have left comprise the new generation of teachers with 

certain levels of career satisfaction, working enthusiasm, and productivity that remain to be desired 



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until they have left the country. Those who have stayed may have re-imbibed their enthusiasm and 

dynamism in their service to the learners, the school, and the community as well. 

Corollary, Cahilog et al. (2023) revealed that both emotional and practical considerations influence 

teachers‟ decisions to migrate. Foremost among the concerns is the desire for financial stability, which 

is contrasted by their deep emotional connection to students and the local education system. Other 

significant challenges include the need for comprehensive health and well-being provisions, operational 

efficiency, professional development, and an inclusive work environment. 

Apparently, the Philippine Overseas Employment Administration (POEA), which recorded a total of 

1,711 (2013), 1,439 (2014), 1,426 (2015), 1,821 (2016), and 1,328 (2017) OFW teachers, respectively, 

deployed to various countries all over the globe. Judging from the trends, the Philippines has been 

deploying an average of 1,500 teachers worldwide every year 

(https://poeajobs.ph/job-category/education/). 

Against this backdrop, the study is pursued to explore the prevailing reasons for the Philippine teachers 

to work abroad, the challenges they have encountered, the benefits of working abroad, the factors of 

satisfaction they have experienced in working abroad, and the implications of the findings of the study 

against the existing practices and policies of the Department of Education in the retention and 

promotion of teachers in the service.  

 

2. Method 

2.1 Qualitative Phenomenological Research 

This research employed a qualitative approach known as phenomenological research. This method 

involves the exploration and organization of the meaning behind human experiences by conducting 

interviews with individuals who have direct involvement in those real-life situations. The primary aim 

of the researcher is to gain a deep understanding of and insight into the importance and outcomes of the 

phenomenon as conveyed by the participants. Throughout the phenomenological research process, the 

researcher is expected to set aside any personal biases, as emphasized in works by Creswell (2007), 

Polit and Beck (2012). 

Phenomenological researchers seek out individuals who have experienced or are currently experiencing 

the phenomenon under investigation, as outlined by Creswell (2007). These researchers gather data 

from participants, which can be in the form of written documents or oral accounts. The number of 

interviews conducted depends on the researcher‟s chosen analytical approach. Researchers may 

administer written questions and request written responses, or they may schedule interviews where 

conversations are recorded. Typically, the determination of the number of interviews is guided by data 

saturation, which occurs when recurring themes emerge without introducing new categories. This 

signal, as described by Leihr and LoBiondo-Wood (2006), usually indicates that the research should be 

concluded. 



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Finally, to complete the information gathering processes, Husserl‟s phenomenology, also known as the 

Descriptive Phenomenological Research Approach (DPRA), is adopted by the researcher to describe 

the phenomenon investigated and free themselves from any bias that may likely be expressed during 

the investigation. 

2.2 Participants of the Study 

The study involves 20 Filipino teachers who are teaching abroad, and their responses were gathered 

through adapted online Google Form questionnaires and, in some instances, through online Focus 

Group Discussions (FGD). 

2.3 Roles of the Researcher 

In qualitative research, the primary research instrument is the researchers themselves. Any personal 

perspectives and background that the researcher brings to the study should be recognized as their own 

biases, as noted (Maxwell, 2005). Since qualitative research involves description, interpretation, and 

analysis, the researcher‟s biases, beliefs, and assumptions can potentially influence the analysis of data, 

as highlighted by Strauss & Corbin (1998). Social researchers should strive to mitigate or set aside 

these biases through full disclosure, as advocated by Altheide & Johnson (1994) and Locke, Spiriduso, 

& Silverman (1978). As a result, the personal circumstances and biases of the researcher are an 

inherent part of their interaction with the participants and the data collected during both questionnaire 

administration and factual narration of events in interviews. Maxwell (2005) further argued that there 

isn't a single definitive model for qualitative or applied research design. Nevertheless, the model 

presented here proves useful for three main reasons: (1) It explicitly identifies the key aspects of design 

for which decisions must be made, making it less likely for these critical issues to be overlooked and 

allowing them to be addressed systematically. (2) It underscores the interactive nature of design 

decisions in qualitative and applied research, emphasizing the interconnectedness among various 

design components. (3) It provides a structural model for a qualitative study proposal, one that 

effectively communicates and justifies the major design decisions and their interrelationships. 

2.4 Research Environment 

A qualitative research study that utilizes Messenger application in conducting interviews with a diverse 

set of respondents. Specifically, the teacher respondents are presently teaching in American public 

schools and in Southeast Asia. The identification of specific US states or Southeast Asian countries was 

not taken into consideration. 

2.5 Research Instrument  

The researcher utilized a researcher-made questionnaire designed to explore two key aspects—inputs 

and outputs. This questionnaire seeks to extract insights from Filipino teachers regarding their 

significant roles while working abroad, as well as their motivations for teaching abroad, the challenges 

encountered, the financial benefits they have accrued, and the factors contributing to their overall job 

satisfaction. 



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2.6 Research Procedures 

After the final review of the experts, the researchers gathered the data using the Messenger application 

or through email by sending the modified Google Form questionnaire. In the event that there were 

some ambiguous responses, the researchers requested a video call interview with some respondents via 

the Messenger application or Zoom. 

2.6.1 Stage 1 

The video call dialogue was conducted by the researchers among the respondents who are teaching in 

American public schools and some parts of Southeast Asia to orient and establish rapport with them. 

The purpose of the study was explained by the researchers, and the expectations. After an hour of 

orientation, the researchers shared the link of the online questionnaire to them and sent it back to the 

researchers in the same way it was received. 

2.6.2 Stage 2 

After several days of waiting, the questionnaires in Google Forms were retrieved. However, an online 

Focus Group Discussion (FGD) was conducted to clarify some ambiguous responses from the 

respondents. As said by Bailey (1996), Jacelyn & O‟Dell (2005), Lincoln & Guba (1985), and 

Sharts-Hopko (2002), within the qualitative paradigm, the researcher is an essential instrument of data 

collection and analysis. In Focus Group Discussion (FGD), the researcher and the participants, both 

questing for truth and meaning, are partners in the research process. This relationship is critical to 

obtaining and interpreting dependable data. By telling their stories, participants invite the researcher to 

share their experiences. The researcher must be credible, trustworthy, non-judgmental, and open to the 

participants‟ narratives. Each researcher brings prior knowledge, values, beliefs, and biases to the 

research process. Therefore, a researcher needs to bracket or set aside personal assumptions throughout 

the research process, particularly during data collection and analysis, thereby recognizing that others‟ 

experiences or cultures may vary from his or her own. However, it is the researcher‟s personal 

experiences and beliefs that enable him or her to thoughtfully analyze the data and interpret the 

findings. 

2.6.3 Stage 3 

The viewing and transcription of the recorded interview were done after the interview to validate the 

narratives of the teachers vis-à-vis their verbal utterances through clarification and comparison. 

2.6.4 Stage 4 

After the gathering of narrative data, these were examined, coded, and analyzed. The recorded online 

Focus Group Discussion (FGD) was revisited to finalize the data. At this point, the researchers applied 

theorizing to the data, which creates the link between data analysis and theory, thus providing structure 

and applicability for findings and connecting them with the greater body of knowledge (Morse & Field, 

1985). Theories comprise concepts and statements of relationships among the concepts. Theories vary 

in stages of development, and these stages reflect various purposes of theory: to describe, explain, 



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predict, or control. Some research studies generate theory that describes or explain phenomena; others 

test theories to predict or control phenomena (Hall & Roussel, 2017). 

2.7 Data Analysis 

The analysis of data involved four phases: (1) the researchers collected, documented, and described the 

narrative data that were taken from the teacher respondents; (2) the data were transcribed after the 

questionnaires (in Google Form) were retrieved and from the recorded Focus Group Discussion (FGD); 

(3) the significant details and categorized descriptors and components were identified; and (4) major 

themes were identified and compared relative to the lived experiences of teachers abroad. Data 

collection for a phenomenological study involves extended interviews with participants. Typically, 

participants are asked to convey their experiences with the phenomenon being studied while the 

researcher collects and stores the information communicated by each participant (Tilley, 2011). Burns 

and Grove (2009) insisted that researchers can use more than one method or a combination of methods 

to collect data when using the phenomenological research process by engaging both behaviors and 

intuiting. Intuiting involves the researcher concentrating all attention and enthusiasm on strengthening 

and understanding the concern. One method for collecting phenomenological data includes 

interviewing participants. The researcher must be patient and supportive in permitting the participants 

to use as much time as needed for them to present comprehensive explanations of their experiences. 

Instead of verbally communicating their experiences, participants could be allowed to provide the 

researchers with a written account of their encounters with the phenomenon (Burns & Grove, 2009). 

The researcher plays an important role in another method for collecting data for phenomenology 

research, including the researcher in the phenomenon. The researcher participates in the experience as 

an observer concerning all behaviors, the setting, and the researcher‟s reactions to what is occurring. 

The researcher takes notes, tape records, or videotapes (Burns & Grove, 2009). 

2.8 Scope of the Study  

The study was conducted online using the questionnaire in Google Form to gather the insights and 

true-to-life experiences of the teachers abroad. Other than the chosen respondents, other teachers who 

are not teaching outside the Philippines cannot qualify as respondents of the study because the 

inclusion and exclusion criteria apply. 

2.9 Limitation of the Study  

There were four identified limitations of the study: (1) there were only 20 teacher respondents, hence 

purposive sampling was utilized. It is also known as judgmental, or selective, or subjective. Sampling 

is a form of non-probability sampling in which researchers rely on their judgment when choosing 

members of the population to participate in their surveys; (2) the collected data were drawn from the 

teacher respondents; (3) the study focused exclusively on the teacher respondents; (4) the research 

instrument used does not need to be validated since the unstructured online Focus Group Discussion 

(FGD) was employed (https://www.alchemer.com, 2021). The conversation (formal or informal) with 



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the teacher respondents was noted down in the researcher‟s field notes. Patton (2002) succinctly 

describes that determining sample size in qualitative research does not follow one rule. Sample size 

depends on what the researcher desires to learn, the purpose of the study, useful data choices, the 

trustworthiness of the data, the amount of money available, and scheduled time constraints. He further 

argued that there is no one rule related to sample size when using a qualitative research design. 

2.10 Research Ethics Committee 

The Research Ethics Committee of Villaflores College, Philippines has granted approval for the 

conduct of this study on August 15, 2023 under Reference No. 001-2023. The research proposal has 

shown substance and purpose in compliance to the policies and standards of the Research Ethics Board 

of the Philippines. 

 

3. Result 

The purpose of the study is to investigate the lived experiences of Filipino teachers who are teaching in 

public schools abroad in the school year 2022-2023. Moreover, this chapter has answered and 

discussed the four statements of the problem based on the direct testimonies of the respondents. 

3.1 Demographic of the Participants 

The results of this qualitative study were based on the narratives of the 20 Filipino teacher respondents 

who are teaching abroad. The study utilized Focus Group Discussion (FGD) on a virtual platform and a 

researcher-made questionnaire in Google Form. The open-ended questionnaire was validated by four 

educators who constituted the panel of reviewers and evaluators of the Villaflores College Graduate 

School. The review was conducted to make sure that the structure and contents of the research 

instrument can draw out comprehensive information from the respondents. In some instances where the 

responses of the respondents were not clear and substantive, the focus group discussion was done 

online and recorded to validate the reliability and consistency of the responses from the teachers. 

3.2 Review of the Interview Protocol 

A Focus Group Discussion (FGD) was conducted by the researchers to inform the 20 teacher 

respondents concerning the objectives of the study. The key points were written down by the researcher 

as a guide for the proper conduct of the FGD. The components of the questionnaire using Google 

Forms were discussed with the respondents concerning the needed insights and information on their 

employment abroad as teachers. In like manner, an individual interview was also conducted with a 

respondent whose responses may appear vague or need further discussion.  

On this note, Hall & Rousell (2017) contended that an individual interview (IE) and Focus Group 

Discussion (FGD) are particularly useful during the initial stages of research when little is known about 

the phenomenon of inquiry. Individual interviews are typically more efficient at data gathering, 

whereas focus groups are typically more cost-effective. They are not substitutes for one another 

because they yield different information about the target population. 



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In like manner, another technique used in the data gathering was probing, which is a specific research 

technique used by interviewers in individual and group interviews and focus groups to generate further 

explanations from research participants (Given, 2008). The more experiences revealed by the 

respondents, the more comprehensive the study. The dialogue was conducted in a friendly manner, 

which placed the teacher respondents in a comfortable environment. It adopted a free-flowing 

technique, so questions were asked following an outline prepared by the researchers. However, some 

questions that arose at the spur of the moment were asked that were not included in the outline. A 

closure question (among the outlines) ended the dialogue, creating a feeling of camaraderie, 

empowerment, and attention among the respondents as provided by the researchers. Finally, the 

researchers extended their warmest appreciation and thanked the respondents for their involvement in 

the study—hence, debriefing. 

3.3 Emerging Themes 

Four major themes emerged, namely: (1) the prevailing reasons for Filipino teachers to work abroad; (2) 

the challenges encountered by Filipino teachers in working abroad; (3) the benefits of Filipino teachers 

working abroad; and (4) the factors of satisfaction experienced by Filipino teachers in working abroad. 

According to Vira International (2023), a UK-based recruitment agency, teaching in the USA can 

provide you with the following benefits: (1) career opportunities: Teaching in the USA can help you 

develop professionally and learn a range of transferable skills that will be appreciated by future 

employers. (2) Excellent environment: Teaching in the USA will allow you to explore and experience 

new situations without the difficulties of a language barrier. (3) Financial incentives: Many 

international schools offer excellent salaries, some of which are tax-free. (4) Teaching in the USA and 

some parts of Southeast Asia will make you stand out above your peers, providing you with a wealth of 

experience that employers will love and making it far easier to start a new career path in the future. 

Thematic analysis is a method of analyzing qualitative data. It is usually applied to a set of texts, such 

as an interview or transcripts. The researchers closely examined the data to identify common 

themes—topics, ideas, and patterns of meaning—that come up repeatedly. Additionally, a deductive 

approach to data analysis was utilized, which involves coming to the data with some preconceived 

themes you expect to find reflected there, based on theory or existing knowledge (Caulfield, 2023). 

 



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4. Discussion 

Theme 1: Prevailing Reasons for Filipino Teachers to Work Abroad 

Subtheme 1: Better living conditions 

1-TR-Abroad admitted: 

“Teaching abroad is for greener pasture.” 

2-TR-Abroad confirmed:  

“Greener Pasture: A higher salary offers personal growth and development. Living and working abroad 

allow individuals to immerse themselves in new cultures, languages, and experiences. This can lead to 

personal growth, increased cultural awareness, and the development of a global perspective. Adventure 

and exploration—a new environment and a new culture—can be exciting. Enhanced Quality of Life: 

Some countries offer a higher quality of life in terms of healthcare, education, safety, and overall 

well-being, which can be appealing to expatriates.” 

3-TR-Abroad expressed the deplorable working conditions while working in the Philippines: 

“1) Poor working conditions. 2) A dim chance at career advancement. 3) Low salaries. These are the 

common reasons that push me to venture greener pastures abroad.” 

 



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Theme 2: Challenges Encountered by Filipino Teachers in Working Abroad 

Sub-theme 2: Culture Shock 

4-TR-Abroad affirmed: 

“Adjusting to a different work culture can be one of the challenges of working abroad, but it‟s 

important to learn the local norms and expectations. Language barrier. It‟s so challenging to 

communicate with people who are unable to speak a common language, especially when teaching. 

Cultural differences may somehow lead to miscommunication. Eye contact, for example, is very 

important in some cultures but rude and disrespectful in others. When teaching, we must be careful 

with our actions and word choices because some children are very sensitive. Professional adjustments: 

The work that we teachers do is personal and meaningful. Unlike many other professions, we become 

emotionally invested in our learners‟ progress and outcomes, which can be a difficult burden to carry 

over, such as understanding different learning styles, lack of effective communication, communicating 

with parents, pressure from school administrators, behavior and classroom management, 

time-consuming administrative work, and burnout. With the high demand from all of the teachers their 

responsibilities, sometimes become the feeling of being drained, dreading going to work, and lacking 

the motivation to be productive. Homesickness. It‟s just a normal and natural reaction since I am 

working in a different country and culture. It‟s natural to feel sad about not being able to sleep in your 

bed and eat home-cooked food surrounded by your family.” 

 



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5-RT-Abroad admitted: 

“I have to adapt to another climate. Everything is new. So I have to take good care of my health and 

observe health protocols to stay healthy. I have to adjust to the apartment where I stay. I have to do 

marketing and do things all by myself. Unlike in the Philippines, where we can request somebody to do 

an errand for us, I did bother myself to drive a 4-wheel vehicle, but here in the USA, I have to learn and 

be on the wheel, or else it is extremely difficult to move around. Ospina & Medina (2020) cited that 

many who work in the United States learned how to drive because it is a necessity.” 

6-TR-Abroad asserted: 

“One of the most common challenges these teachers have to face is the wide disparity of the Oriental 

vis-à-vis the Occidental (otherwise known as Western culture). As claimed by Quinopez et al. (n.d.), 

culture‟s principle includes a wide range of human actions, products, and institutions for people with 

varied educational backgrounds, experiential backgrounds, and life experiences. Teachers from the 

Philippines are well-prepared to teach considering the level of in-service training we had previously 

attended; however, adjustment to the new academic environment takes time as we Asians behave 

differently from the Americans. There are „dos and don‟ts‟ in the Philippines, in the same manner as 

there are also in the USA. We have to immerse ourselves in the new culture but keep our identity and 

culture as Filipinos.” Thomas (2019) reported that instead of passing judgment on the host culture, the 

participants changed their expectations in response to the cultural variations. Through this flexible 

adjustment, a positive personal and work life can be established in a foreign land. Working in a foreign 

environment necessitates becoming adaptable to communicate socially and sustain a suitable 

relationship. People must acclimate to the host culture while navigating a foreign environment with a 

different culture (Reyes et al., 2020). 

 

 

 

 



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Theme 3: Benefits of Filipino Teachers Working Abroad 

Sub-theme 3: Financial freedom 

7-TP-Abroad confirmed: 

“Aside from the fact that we are receiving a good salary here, another benefit of working abroad is 

being able to learn new culture and explore new places.” 

8-TR-Abroad averred: 

“Higher salary and benefits.” A tangible reward for living and working abroad is its financial 

compensation. Needless to say, teachers are paid up to ten times more than what they are earning back 

home.” This monetary aspect is what mainly lured these teachers to work abroad in the first place. 

They can pay off their loans, have some funds for leisure, and even better, they have prospects of 

investing in business. They know they have a contract to fulfill, and as the money is still pouring in, a 

plan is put in place that they may have something to show for all the work they do in the US (Modesto, 

2020). 

 



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Theme 4: Factors of Satisfaction Experienced by Filipino Teachers in Working Abroad 

Sub-theme 4: Win! Win! Conditions 

9-TR-Abroad avouched: 

“Employees are well taken care of.” 

10-TR: Abroad confirmed: 

“If I were to compare my work here with my previous work in the Philippines, I would probably say 

that we have fewer loads here. Our focus is just to teach. We are not given any admin tasks here.” 

11-TR-Abroad declared: 

“Teaching abroad is a win! It offers the opportunity to develop connections with people from other 

cultures. It also offers an opportunity to travel internationally and immerse yourself in a foreign culture 

while earning more.” 

12-TR-Abroad professed: 

“If, by chance, I go back to the Philippines for good and rejoin completely with my family, I will be 

engaged in business, as I have spent substantial years already teaching. By the grace of God, perhaps I 

will be teaching, probably at the tertiary level. Well, I still have to figure out the situation properly 

when I get back to the Philippines. Hopefully, I can still come back here (in the USA) and teach again, 

not just as a cultural teacher with a J1 Visa but with a HIB Work Visa to gain my green card and 

sponsor my family to join me here. Only time can tell. God's will be done upon me.” 

13-TR: Abroad affirmed: 

“Serin (2017) pinpoints the desire of teachers who have worked in the international scene to pursue 

professional development to develop their teaching abilities more. Also, having higher degrees will 

prepare them for higher pay in the US. Here are the parts of the interview in which three teacher 

respondents expressed themselves in unison. Concerning their plans for further studies, “Through the 



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will of God, we are going to pursue our master‟s degree and finish it, then, hopefully, pursue our 

doctorate and finish it also with the hope to become more professionally qualified than at present time.” 

14-TR: Abroad expressed: 

“At first, I felt homesick, but through the usage of social media, like Facebook audio-video applications, 

I can meet and talk with my husband and children during off-hours. The feeling of belonging is 

re-established between my family and me, although virtually, not physically. After all, I am in 

America!” 

15-TR-Abroad affirmed: 

“If given the opportunity and luxury of time and a financial budget, I will enroll in short-term courses 

that will enhance my professional outlook in life, like fashion and design, culinary arts, etc. These are 

professional experiences that we never had the chance to learn while teaching in the Philippines due to 

lack of time and finances.” 

16-TR-Abroad openly revealed: 

“I usually take a walk in the park and talk with the Americans who are native speakers of the English 

language. I learned and improved my command of the English language, which I never had the chance 

to do before I came to the USA.” 

17-TR-Abroad candidly explained: 

“I never dreamed in the past of leaving DepEd, until an opportunity came. I was just told about the 

teaching employment. At first, I was hesitant. But when I was convinced of the genuine purpose of the 

program, Cultural Exchange, my thoughts shifted from negative to positive, so I applied and processed 

the documents. After which, when I was confirmed for my teaching job, I immediately applied for a US 

visa. Upon my return from the US Embassy in Manila, I tendered my resignation as a DepEd teacher.” 

18-TR-Abroad added: 

“Until today, I could not believe I was already teaching outside of the Philippines. It was an 

overwhelming experience that came unexpectedly. I hope to continue teaching here until I reach the 

retirement age of 60 or 65 and receive my monthly pension in US dollars aside from my Philippine 

pension. Thank you, Lord God, for this opportunity.” 

19-TR-Abroad quipped: 

“American culture is different from Philippine culture.” The style of teaching is similar, but we are 

relaxed here compared to Philippine teaching.” 

20-TR-Abroad concluded: 

Well, America is America, so to speak. The Philippines is the Philippines. Indeed, life in America is 

“First World.” Life in the Philippines is “Third World.” 

 

 

 



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