Among the estimated 100,000 Overseas Filipino Workers (OFW) working in the United States, a small group of Filipino teachers may have lasting impacts on one of the most important pillars of the nation: its public schools. Thus, it is important to understand the lived experiences of Filipino teachers teaching in Texas. This research aimed to contribute to existing literature that explores the lived experiences and the acculturation process of Filipino teachers. Utilizing a transcendental phenomenological approach, seven such teachers were selected through snowball sampling and were interviewed. The findings of the study showed their shared experiences revolved around four themes: their search for greener pastures, the challenges they faced teaching in the US, the support systems that helped them adapt and acculturate, and their perceived differences between Filipino and US values and culture. While most of the findings correlate with existing literature, the experiences shared about extreme microaggression and the magnitude of the mental health effects it brought upon the participants were surprising findings that add to the reviewed literature.
","abstract_html":"<p>Among the estimated 100,000 Overseas Filipino Workers (OFW) working in the United States, a small group of Filipino teachers may have lasting impacts on one of the most important pillars of the nation: its public schools. Thus, it is important to understand the lived experiences of Filipino teachers teaching in Texas. This research aimed to contribute to existing literature that explores the lived experiences and the acculturation process of Filipino teachers. Utilizing a transcendental phenomenological approach, seven such teachers were selected through snowball sampling and were interviewed. The findings of the study showed their shared experiences revolved around four themes: their search for greener pastures, the challenges they faced teaching in the US, the support systems that helped them adapt and acculturate, and their perceived differences between Filipino and US values and culture. While most of the findings correlate with existing literature, the experiences shared about extreme microaggression and the magnitude of the mental health effects it brought upon the participants were surprising findings that add to the reviewed literature.</p>","abstract_has_math":false,"creators":["Chua, Jeffrey"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education","degree_department":null,"school":null,"contributors":["Ali Hachem, Ph.D.","Karen Embry Jenlink, Ed.D.","Patrick M Jenlink, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-11-01T07:00:00Z","date_published":"2021-11-01T07:00:00Z","updated_at":"2026-07-24T04:30:37Z","subjects":["transcendental","phenomenology","lived experiences","teachers","Filipino","International and Comparative Education","Other Education","Secondary Education and Teaching","Social and Philosophical Foundations of Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/415","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ali Hachem, Ph.D.","Karen Embry Jenlink, Ed.D.","Patrick M Jenlink, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Chua, Jeffrey"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-11-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["transcendental","phenomenology","lived experiences","teachers","Filipino","International and Comparative Education","Other Education","Secondary Education and Teaching","Social and Philosophical Foundations of Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/415"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Among the estimated 100,000 Overseas Filipino Workers (OFW) working in the United States, a small group of Filipino teachers may have lasting impacts on one of the most important pillars of the nation: its public schools. Thus, it is important to understand the lived experiences of Filipino teachers teaching in Texas. This research aimed to contribute to existing literature that explores the lived experiences and the acculturation process of Filipino teachers. Utilizing a transcendental phenomenological approach, seven such teachers were selected through snowball sampling and were interviewed. The findings of the study showed their shared experiences revolved around four themes: their search for greener pastures, the challenges they faced teaching in the US, the support systems that helped them adapt and acculturate, and their perceived differences between Filipino and US values and culture. While most of the findings correlate with existing literature, the experiences shared about extreme microaggression and the magnitude of the mental health effects it brought upon the participants were surprising findings that add to the reviewed literature.
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