Navigating Borders: The Perceptions of Filipino Teachers Teaching Science in the American Education System

Abstract

Cultural adaptation is a challenge among teachers in foreign countries. We explored the perceptions of Filipino science teachers in adapting to the American education system. Using a descriptive qualitative design, we interviewed ten (10) teachers whom we selected using a purposive sampling technique, and we analyzed their perceptions through thematic analysis. Consequently, we found that Filipino teachers adapt to new workplace structures in U.S. education by strategically preserving their heritage values while adjusting communication styles, language use, and professional practices. Through a combination of cultural grounding, institutional support, and adaptive coping mechanisms, they effectively navigate structural separation and evolving pedagogical demands. The study highlights that structured institutional support—through mentorship, targeted professional development, credential recognition, and workload adjustments—is critical in facilitating Filipino teachers’ effective transition into the U.S. educational system. Finally, future research may examine long-term cultural adaptation, the impact of support networks, comparative migrant experiences, and the effectiveness of targeted professional development in addressing Filipino teachers’ integration challenges.