The Lived Experiences of Recruited Immigrant Filipino Educators Working in U.S. Public Schools

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N

200

Foreign Countries; Teacher Shortage; Immigrants; Filipino Americans; Barriers; Minority Group Teachers; Teaching Experience; Adjustment (to Environment); Cultural Differences

Philippines; United States

979-83-8316-409-9

This dissertation examined the issue of teacher shortages in the U.S. education system, with a specific focus on immigrant Filipino teachers as a solution. The research aimed to investigate the complex challenges and experiences faced by Filipino immigrant educators in American public schools, using a theoretical framework synthesized from Bandura's Social Learning Theory (1977), Wenger's Communities of Practice Theory (1998), and Tajfel and Turner's Social Identity Theory (2004). The study employed a narrative inquiry approach to collect and analyze data collected from personal narratives and lived experiences through Zoom interviews. The analysis revealed three overarching themes that capture the essence of the Filipino immigrant teachers' experiences: Journey and Adaptation, Personal Challenges and Learning, and Teaching Differences and Adjustments. Numerous themes were identified, revealing intricate stories that provided insight into the complex reasons for migration, the challenges associated with adapting teaching methodologies to align with the U.S. educational system, the personal struggles encountered during the transition, and the necessary modifications to educational strategies and teaching approaches. By integrating Social Learning Theory, Communities of Practice Theory, and Social Identity Theory, this research offered an understanding of the immigrant educators' experiences and identities within the landscape of American education. This nuanced understanding not only elucidates the individual struggles and triumphs of immigrant teachers but also provides insights into the broader implications for addressing teacher shortages and enhancing support mechanisms for foreign-trained educators. This dissertation research contributes to the ongoing discourse surrounding teacher shortages and the integration of immigrant educators into the American education system. Through amplifying the voices and experiences of Filipino teachers, this research aimed to create a more inclusive, culturally responsive, and effective educational environment for all stakeholders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As Provided

2024

ED657982