Multicultural Teaching Experiences of Filipino Teachers in North America

Teaching is considered one of the most honorable and in-demand professions today. Filipino educators are in high demand worldwide for their teaching competence and work ethics. However, as multicultural Filipino teachers begin the journey of living and teaching abroad, they are confronted with challenges as they navigate the North American classrooms. This study explored the multicultural teaching experiences of Filipino teachers in North America, specifically their descriptions of classroom culture, the cultural barriers they encountered, and how they addressed those barriers. A qualitative research method, specifically the phenomenological research, was employed. Six participants were selected using the snowball sampling technique. The data were gathered using the semi-structured interview guide, wherein the results were treated using descriptive phenomenological analysis. The findings revealed the descriptions of classroom culture in North America based on these seven themes: (1) culturally-responsive teaching and learning approaches, (2) culturally-inclusive instructional methods and strategies, (3) culturally-adaptive classroom management and discipline, (4) empirically-grounded assessment and evaluation, (5) culturally-sensitive curriculum frameworks and educational standards, (6) advanced classroom technologies, and (7) needs-based teacher professional development. The cultural barriers encountered by the participants encompassed four themes: (1) cultural barriers in teaching, (2) variations in learning styles, (3) biases and stereotypes in the classrooms, and (4) lack of parent engagement. More so, the participants do have ways of coping with difficulties reflected on the following themes: (1) utilizing culturally responsive pedagogy, (2) formation of collaborative learning communities, (3) enhancing intercultural communication, (4) strict implementation of school policies and systems, and (4) instituting an inclusive and empowering environment for the students.

Multicultural Filipino teachers, teaching experiences, classroom culture, cultural barriers, North America

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