Teaching beyond Platforms: Business Perspectives on Filipino Online English Teachers’ Transition to Freelancing

Abstract

Digital transformation has reshaped global work and education, expanding online English teaching opportunities for Filipino educators. This study explores how teachers transition from platform-based employment to independent freelancing, emphasizing autonomy, identity reconstruction, entrepreneurial adaptation, and business sustainability. Using a qualitative descriptive design and reflexive thematic analysis, ten Filipino online English teachers shared their experiences navigating this transition. The findings revealed that the transition to freelancing was primarily driven by their desire for autonomy, fairness, and flexibility. Participants valued the freedom to design their schedules, teaching methods, and pricing strategies while developing direct relationships with students. However, freelancing also demanded emotional and cognitive resilience, as teachers faced challenges such as unstable internet connections, inconsistent client flow, and administrative workload. Three major themes emerged: reclaiming autonomy, navigating the emotional and cognitive demands of entrepreneurship, and building sustainable freelance careers through strategic differentiation and community support. The study proposes a Freelancing Adaptation Cycle that illustrates how Filipino online teachers evolve from algorithmic dependence to empowered teacherpreneurship, balancing professional independence, business awareness, and continuous learning.