A Phenomenological Study of Filipino Migrant Teachers in the United States

This study explored the lived experiences of Filipino migrant teachers in the United States using a descriptive phenomenological approach grounded in Husserlian Transcendental Phenomenology and Constructivist Ontology. Nine Filipino teachers were purposively selected and interviewed through semi-structured, in-depth conversations to capture their personal, cultural, and professional journeys. Analysis of the narratives revealed five key themes: homesickness and emotional struggles, cultural adjustment, professional challenges, support systems, and motivation and resilience. Findings showed that the migration experience was characterized by significant emotional and professional transitions that fostered personal growth, identity reconstruction, and empowerment. Support networks, opportunities for career advancement, and intrinsic motivation were identified as crucial in enabling resilience and adaptation. The study highlights the need for structured induction programs, professional development initiatives, and supportive policies that address credential recognition and create inclusive environments for migrant teachers. Insights generated provide a foundation for educational management, policy formulation, and future research on international teacher mobility. Keywords: Filipino Migrant Teachers; Phenomenology; Cultural Adjustment; Teacher Migration; Resilience; Professional Adaptation; United States Education