Exploring the Filipino Teachers’ Roles and Teaching Strategies on Student Learning Experiences in the United States: A Qualitative Inquiry

This study examined the roles and teaching strategies of Filipino educators in the United States and their impact on student learning outcomes. Using a qualitative case study design, data were collected from 20 Filipino teachers across California, New York, Texas, Illinois, and Florida through semi-structured individual interviews. The research aimed to explore the instructional methods employed by Filipino teachers, the challenges they encountered in adapting to U.S. classrooms, and the professional development opportunities that could enhance their teaching effectiveness. Findings revealed that Filipino teachers predominantly employ student-centered instructional strategies, including experiential learning, differentiated instruction, gamification, and technology integration, to foster cognitive, behavioral, and affective student engagement. However, the transition from traditional, teacher-centered approaches to student-led learning posed challenges, particularly in classroom management, cultural adaptation, and resource accessibility. To address these issues, teachers implemented culturally responsive teaching techniques, strengthened student-teacher relationships, and utilized scaffolding strategies to enhance engagement and participation. The study also highlighted the urgent need for targeted professional development programs in behavioral management, culturally responsive pedagogy, and technology-enhanced instruction to better support international educators. Additionally, mentorship programs and institutional support systems were identified as critical factors in helping Filipino teachers navigate the complexities of the U.S. education system. This research contributes to the broader discourse on international teacher adaptation and best practices for engaging diverse learners. It offers practical recommendations for school administrators, policymakers, and educators, emphasizing the importance of comprehensive training programs, mentorship initiatives, and structured support systems to enhance the effectiveness of Filipino teachers in multicultural classrooms.