EXPLORING THE EXODUS: A PHENOMENOLOGY ON THE PEDAGOGICAL APPROACHES OF ENGLISH TEACHERS FROM THE PHILIPPINES TO INTERNATIONAL CLASSROOMS

The purpose of this phenomenological study was to explore the lived experiences of Filipino English teachers who transitioned from teaching in the Philippines to international classrooms. Using a qualitative research design, this study examined their pedagogical adaptations, challenges, coping strategies, and insights as they navigated diverse educational environments. Fourteen Filipino English teachers participated, with seven engaged in in-depth interviews (IDI) and seven in focus group discussions (FGD). Purposive sampling was used to select participants, and thematic analysis was employed to interpret the data. The findings revealed key challenges, including adjusting to new educational systems, managing cultural and linguistic differences, addressing varying student expectations, and overcoming instructional constraints in foreign classrooms. To cope with these challenges, teachers employed interactive teaching approaches, adapted their methods based on student feedback, and embodied cultural sensitivity. Their coping strategies also involved fostering patience, engaging in professional development opportunities, and relying on peer collaboration. Insights emphasized the importance of cultivating a growth mindset, the necessity of ongoing learning, and the significance of resilience and adaptability in thriving in international educational settings. KEYWORDS: Filipino English teachers, teaching strategies, international teaching experiences, cultural adaptation, language pedagogy, qualitative-phenomenological study, Philippines.