Music, Arts, Physical Education and Health: Threats and Opportunities of Overseas Filipino Workers

Music, Arts, Physical Education and Health: Threats and Opportunities of Overseas Filipino Workers

Lilibeth B. Edaño, Edd- Pe., Sese, Adee Lien F.

Sultan Kudarat State University, ACCESS, EJC Montilla, Tacurong City 158 pp

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0182

Received: 24 March 2025; Accepted: 26 March 2025; Published: 28 April 2025

ABSTRACT

The migration of Filipino Music, Arts, Physical Education, and Health (MAPEH) teachers to Thailand reflects a complex interplay of push and pull factors influencing their professional and personal decisions. This study explores the lived experiences of Filipino MAPEH teachers working abroad, focusing on the challenges they face in the Philippines and the opportunities available to them in Thailand. Using a transcendental phenomenological approach, data were gathered through in-depth interviews and analyzed thematically.Findings reveal three major themes regarding teachers’ migration experiences: (1) Professional and Financial Struggles in the Philippines, (2) Opportunities and Advantages in Thailand, and (3) The Decision-Making Process in Migrating Abroad. Additionally, key push factors driving migration include financial instability, low salaries, heavy workloads, and limited professional growth. Conversely, pull factors such as improved salaries, better working conditions, career advancement opportunities, and cultural enrichment attract Filipino teachers to Thailand. To address these issues, the study recommends increased government funding to improve teachers’ salaries, enhanced professional development programs, and institutional support for educators’ well-being. School administrators are encouraged to minimize non-teaching duties, reduce workload stress, and provide mental health support. Future research should expand the scope to examine broader regional and long-term impacts of teacher migration on professional development and education policies.This study underscores the importance of sustainable education policies that support teacher retention while recognizing the global contributions of Filipino educators. The findings contribute to ongoing discussions on improving teacher welfare and strengthening the competitiveness of Filipino teachers in the international education landscape.

Keywords: Filipino MAPEH Teachers, Migration, Challenges and Opportunities, Overseas Filipino Workers (OFWs), Push and Pull Factors, Professional Development

INTRODUCTION

Background of the Study

Filipino MAPEH teachers stand at a pivotal crossroads in today’s globalized world. With opportunities abroad promising higher pay, career growth, and exposure to diverse artistic and educational landscapes, many are choosing to take their talents overseas. However, while this global pursuit fuels personal and professional advancement, it also poses a pressing challenge—draining the Philippine education system of specialized educators in music, arts, physical education, and health. As the allure of international opportunities grows, the nation grapples with the increasing loss of skilled educators vital to preserving its cultural and artistic heritage.

The migration of Overseas Filipino Workers (OFWs), particularly Music, Arts, Physical Education, and Health (MAPEH) teachers, has become a global issue with both positive and negative consequences. On the one hand, Vista (2023) and Smyth (2016) stated that teaching abroad provides Filipino MAPEH instructors with higher financial pay, job promotions, and exposure to foreign educational standards, which enhance their skills and financial stability. Additionally, working in diverse educational environments allows them to refine their teaching methods, which can be beneficial if they return to the Philippines.However, Magallanes (2024) argues that this movement also poses significant risks to the local education system, especially in specialized areas like MAPEH, where the shortage of trained instructors can negatively impact the quality of education and cultural preservation. The Philippines is already facing a teacher shortage, and the migration of MAPEH educators further limits students’ access to specialized instruction. Moreover, Fullan (2015) highlights that while OFW teachers gain international experience, they may struggle with cultural adjustments abroad and encounter limited career advancement opportunities within foreign educational systems.

According to Ponsaran (2024), the demand for qualified Music, Arts, Physical Education, and Health (MAPEH) teachers in the Philippines continues to grow due to the increasing emphasis on holistic education.However, David and Mendoza (2021) note that despite government efforts to strengthen teacher recruitment and training, the country faces persistent challenges in retaining skilled educators, particularly in specialized subjects like MAPEH). According to Gonzales (2020) that many teachers seek employment opportunities abroad due to financial constraints, limited career advancement, and concerns over working conditions in local schools. While teaching overseas provides better salaries, professional growth, and exposure to international teaching standards, it also contributes to a shortage of MAPEH instructors in the Philippines, affecting the quality of instruction and students’ access to well-rounded education.

Overseas Filipino Workers (OFWs) migration is a significant phenomenon in Socksargen, with many teachers seeking better opportunities abroad. Rey et al. (2020) suggest that this movement presents both benefits and challenges to the local education system, as higher salaries, career advancement, and improved working conditions attract these educators overseas.However, their departure results in a shortage of qualified MAPEH teachers, affecting students’ creative, physical, and cultural development. As Dela Cruz (2021) notes, this educator gap in General Santos City schools increases class sizes and limits access to quality instruction in these specialized subjects. Moreover, according to Santos & Rivera (2022), the continued outflow of teachers in specialized fields like MAPEH weakens the quality of education in local schools, forcing institutions to rely on less experienced or untrained substitutes.

Despite existing studies on teacher migration and its effects, there remains a research gap concerning the long-term implications of MAPEH teacher migration on the sustainability of specialized education in the Philippines. While much of the literature has focused on economic motivations and general teacher shortages, limited research has specifically examined the unique challenges MAPEH teachers face and how their absence affects student learning outcomes and cultural preservation.

This study aims to explore the opportunities and challenges that overseas employment presents to MAPEH teachers, both personally and professionally. By examining these dynamics, the research sheds light on the broader implications for the sustainability of specialized education in the Philippines. Additionally, it seeks to inform potential strategies to address the challenges posed by teacher migration. Ensuring adequate support for MAPEH educators and maintaining the continuity of quality education is essential for the holistic development of future generations of Filipino students.

Theoretical Framework

This study is grounded in Human Capital Theory, Push-Pull Theory, Career Development Theory, and Phenomenological Theory. It explores the opportunities and challenges faced by MAPEH teachers as OFWs, highlighting the personal and financial factors shaping their migration decisions.

Human Capital Theory (Becker, 1964) explains why MAPEH teachers migrate for better pay and career growth. According to Inquirer (2022) and Randwick Research (2023), low salaries and bureaucratic challenges push teachers abroad in search of financial stability and improved working conditions. However, Ijarie (2024) states that this migration creates a shortage of qualified educators, reducing access to specialized instruction in the Philippines. According to Lee’s (1966) Push-Pull Theory of Migration, migration is influenced by a balance between pull factors—such as higher pay and better professional prospects overseas—and push factors—such as low earnings and limited career advancement opportunities in the Philippines. Inter-Publishing (2023) explains that all of these factors work together to shape teachers’ migration decisions, as many seek financial stability and improved working conditions abroad. Randwick Research (2023) highlights that this theory sheds light on the structural and economic variables driving the migration trend and its impact on Philippine education, where a shortage of teachers hinders students’ access to quality MAPEH instruction.

Career Development Theory emphasizes how international work supports lifelong career growth. For MAPEH teachers, ResearchGate (2017) states that for MAPEH teachers, migration enhances their skills through exposure to new teaching methods and curricula. Swanson and Fouad (2014) highlight that Super’s Theory emphasizes how foreign experience strengthens professional development, benefiting both teachers and the Philippine education system upon their return. Additionally, Chere-Masopha et al. (2022) highlight that global exposure helps educators upgrade their skills and adopt innovative strategies in their teaching.

Moustakas (1994) highlights that Phenomenological Theory serves as a qualitative method for understanding the lived experiences of MAPEH teachers working abroad. Recent studies highlight the challenges and opportunities faced by Filipino educators overseas. Modesto (2020) explored the roles of Filipino immigrant teachers in schools, while Thomas (2024) examined their curriculum transition struggles. Santos (2023) studied their motivations and challenges. These insights reveal the psychological, cultural, and career adjustments of MAPEH teachers, shedding light on the broader impact of migration on the Philippine education system.

The migration of MAPEH teachers as OFWs is shaped by Human Capital, Push-Pull, Career Development, and Phenomenological Theories. Human Capital Theory explains their pursuit of better opportunities through skills investment, though challenges like skill mismatch may arise. Push-Pull Theory highlights low salaries as push factors and better pay abroad as pull factors, yet cultural barriers and job insecurity pose threats. Career Development Theory explores how migration shapes their career paths, with some advancing while others face stagnation. Phenomenological Theory captures their lived experiences, revealing struggles like homesickness and cultural adaptation. Together, these theories provide a holistic view of the threats and opportunities MAPEH teachers face overseas.

Figure 1. Schematic Diagram of the Theoretical Framework of the Study

Research Questions

These research questions follow Clark Moustakas’ phenomenological approach. They focus on understanding the lived experiences of MAPEH teachers who are Overseas Filipino Workers (OFWs). The aim is to explore how they perceive the opportunities and challenges they face abroad.

1. What are the lived experiences of Filipino MAPEH teachers in Thailand regarding the professional and personal threats they face in the Philippines?
2. How do Filipino MAPEH teachers in Thailand describe the advantages of teaching overseas compared to their experiences in the Philippines?
3. How do Filipino MAPEH teachers in Thailand describe the interplay between the threats they face in the Philippines and the opportunities they perceive abroad in influencing their decisions to work overseas?

Significance of the Study

This research can benefit various stakeholders:

MAPEH Teachers. This study would benefit MAPEH teachers, particularly overseas Filipino workers. Providing them with firsthand information about the possibilities and problems they encounter would help them develop ways to improve their well-being, retention, and professional development.

The Philippine Educational System. The Philippine educational system benefits greatly from this research, especially in maintaining the continuity and caliber of specialized instruction like MAPEH. Examining teacher migration’s consequences, it finds the gaps and possible dangers associated with the exodus of skilled teachers. It offers important information that can support and enhance MAPEH education nationwide.

Department of Education (DepEd). DepEd can better understand the factors driving MAPEH teachers’ relocation due to this study. The results can help guide the Department’s professional development, recruitment, and retention policies for teachers, especially in specialist fields like MAPEH. To guarantee the availability of competent educators in the Philippines, DepEd can utilize this research to enhance efforts to overcome the difficulties associated with teacher migration and create support networks for educators.

Department of Migrant Workers (DMW). This study can help DMW strengthen policies that protect Filipino teachers abroad by ensuring ethical recruitment, fair labor practices, and legal protection. The findings can support programs that enhance teachers’ rights, working conditions, and professional growth locally and internationally.

Future MAPEH Educators. The results of this study can help aspiring MAPEH teachers by giving them a better grasp of the reality and difficulties of pursuing a career in education, both domestically and internationally.

Future Researchers. Researchers might expand on this study by investigating the wider impacts of teacher migration on the caliber of Philippine education, particularly in specialized domains like MAPEH. Future studies can also examine how migration affects the educational system, teacher professional development, and retention tactics. Furthermore, this study offers a basis for evaluating the long-term effects of teaching overseas on MAPEH instructors in various nations, both personally and professionally.

Scope and Delimitation of the Study

This study focused on the lived experiences of Filipino MAPEH (Music, Arts, Physical Education, and Health) teachers who previously practiced their profession in the Philippines and are now working in Thailand as Overseas Filipino Workers (OFWs). It explores their roles as educators and professionals in fields associated with the MAPEH components, such as arts, physical education, or health. The study aimed to investigate the opportunities and challenges these educators face in their professional and personal lives, particularly how their migration and experiences abroad influence their careers, even if they are not teaching the MAPEH subject directly in Thailand.

Data were collected through in-depth interviews (IDI) with 8 Filipino teachers working in Thailand’s MAPEH-related professions. These interviews provided insights into their migration motivations, work experiences, and how their MAPEH training shaped their professional journeys overseas. Grounded in Transcendental Phenomenology, the study emphasized the participants’ lived experiences by setting aside biases and preconceptions to understand their perspectives objectively.

The study was limited to Filipino teachers in Thailand with a MAPEH background, regardless of whether they were directly teaching MAPEH subjects. It excluded teachers working in other countries, those teaching unrelated courses, or individuals no longer employed in Thailand. While it did not address broader socioeconomic or political migration issues, the focus remained on the personal and professional experiences of Filipino MAPEH teachers and how their expertise was applied in an international setting.Top of Form

Bottom of Form

Definition of Terms

The succeeding vital words are defined in a sequence for the benefit of the reader to comprehend this research study thoroughly:

MAPEH (Music, Arts, Physical Education, and Health) refers to the subject area in the Philippine educational curriculum that combines four main components- music, visual and performing arts, physical education, and health education- to foster students’ overall development.

Migration refers to the term used to describe the transfer of people from one nation to another, usually in search of employment or financial possibilities. This study relates especially to Filipino MAPEH teachers who are employed overseas.

Opportunity refers to the positive experiences and benefits that Filipino MAPEH (Music, Arts, Physical Education, and Health) teachers gain while working as OFWs overseas.

Overseas Filipino Workers (OFW) refers to Filipino people who work in foreign nations on a temporary or permanent basis frequently to support their families back home.

Threat refers to the difficulties and drawbacks that MAPEH instructors encounter while serving as overseas Filipino workers (OFWs).

Acronyms and Abbreviations                                                                          

MAPEH: Music, Arts, Physical Education, and Health

OFWs: Overseas Filipino Workers

IDI: In-Depth Interview

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews related literature and studies closely related to the present investigation and associated subjects.

Challenges faced by Filipino MAPEH Teachers 

Teachers worldwide face significant professional challenges, including heavy workloads, insufficient resources, and limited career advancement opportunities. Andal (2020) and Bernardo (2017) highlighted that educators in various countries struggle with inadequate professional development, administrative burdens, and a lack of institutional support, all of which contribute to job dissatisfaction. In Thailand, Prapaisit and Suksri (2021) found that foreign teachers, including Filipinos, often experience job insecurity and difficulty adapting to local educational standards, leading to professional stagnation. These challenges, compounded by policy restrictions and institutional barriers, affect teachers’ motivation and performance.

Low wages remain a significant concern for educators globally, forcing many to seek supplementary income or alternative employment opportunities. Tindowen (2019) and Reyes (2021) emphasized that financial instability is a major factor contributing to teacher burnout, particularly in developing nations where salaries often do not match the cost of living. Similarly, Sánchez Ordaz (2018) noted that in many countries, foreign teachers face wage disparities compared to their local counterparts, which limits their financial security. In Thailand, Kittisak and Wongwanich (2021) reported that salary inconsistencies among expatriate teachers create financial stress, often leading them to consider migration to higher-paying countries.

Teaching is a demanding profession that can lead to emotional exhaustion, stress, and mental health issues. Santiago and Lubiano (2018) and De Guzman and Tan (2019) found that burnout, anxiety, and job-related stress significantly affect teachers’ well-being, ultimately impacting their performance in the classroom. In the case of migrant teachers, Rosales (2024) and Macapagong et al. (2023) observed that culture shock, loneliness, and alienation further exacerbate mental health struggles, making adaptation challenging. Wattanawong (2021) highlighted that foreign teachers in Thailand often experience psychological distress due to workplace discrimination, language barriers, and limited social support, which negatively influence their job satisfaction and overall well-being.

The combination of professional, financial, and emotional struggles has led to increased teacher migration globally. Choy (2017) and Esguerra (2020) highlight that many educators seek employment in other countries in pursuit of better salaries, career advancement, and improved working conditions. Navarro-Fang et al. (2016) underscored that job insecurity and contract-based employment drive teachers to seek stability elsewhere. In Thailand, studies by Thanom (2023) and Srichai & Wannapiroon (2023) revealed that many foreign teachers, including Filipinos, are motivated to migrate due to limited growth opportunities, lower wages, and the lack of long-term security in their host countries.

The global teaching profession presents numerous challenges, from professional stagnation and financial instability to emotional stress and workplace discrimination. While some educators endure these difficulties, others view them as motivation to seek better opportunities abroad. Understanding these challenges from a global perspective is crucial in addressing teacher retention, improving working conditions, and ensuring the well-being of educators worldwide.

Teachers in the Philippines face numerous professional challenges, including inadequate institutional support, overwhelming workloads, and limited career advancement opportunities. Andal (2020) and Bernardo (2017) emphasized that many educators in the country struggle with heavy administrative tasks, large class sizes, and a lack of access to professional development programs. These issues contribute to job dissatisfaction and hinder teachers’ ability to enhance their instructional skills. Additionally, Prapaisit and Suksri (2021) noted that Filipino teachers, especially those in public schools, often experience difficulties in meeting evolving educational standards due to insufficient resources and outdated teaching materials.

Low salaries remain a major concern for Filipino teachers, forcing many to take on additional jobs or consider working abroad to improve their financial stability. Tindowen (2019) and Reyes (2021) pointed out that the wages of Filipino educators, particularly in public schools, are often insufficient to support their families, leading to economic distress. Many teachers resort to loans or side jobs to make ends meet, further adding to their stress levels. Similarly, Sánchez Ordaz (2018) highlighted that wage disparities among teachers in different regions of the country create financial inequality, making it difficult for educators in rural areas to achieve financial security

The emotional and psychological toll of teaching in the Philippines is significant, as educators often experience high levels of stress, burnout, and job-related anxiety. Santiago and Lubiano (2018) and De Guzman and Tan (2019) found that Filipino teachers frequently suffer from mental health challenges due to excessive workloads, lack of support, and pressure to meet educational standards. In addition, Rosales (2024) and Macapagong et al. (2023) reported that Filipino educators who aspire to work abroad often experience emotional distress, as they face uncertainty about their careers and the challenge of leaving their families behind.

The combination of professional struggles, financial difficulties, and emotional stress has led many Filipino teachers to seek opportunities overseas. Choy (2017) and Esguerra (2020) noted that low salaries, job insecurity, and limited career advancement are among the top reasons why Filipino educators choose to migrate. Navarro-Fang et al. (2016) emphasized that contract-based employment and lack of tenure in the Philippines make teaching an unstable profession, pushing many educators to explore job opportunities in other countries. Similarly, studies by Thanom (2023) and Srichai & Wannapiroon (2023) indicated that many Filipino teachers view migration as a means to secure better salaries, professional growth, and a more stable future.

Teachers in the SOCSARGEN (South Cotabato, Sarangani, and General Santos) region face numerous professional challenges, including limited access to professional development, inadequate resources, and large class sizes. Andal (2020) and Bernardo (2017) emphasized that educators in regional areas often struggle with outdated teaching materials, lack of technological support, and insufficient training opportunities. In SOCSARGEN, Prapaisit and Suksri (2021) highlight that public school teachers frequently encounter difficulties in adapting to new curriculum reforms due to the lack of government support and professional training programs. These challenges contribute to job dissatisfaction and affect overall teaching quality in the region.

Financial instability remains a critical issue among teachers in SOCSARGEN, where the cost of living continues to rise while salaries remain relatively low. Tindowen (2019) and Reyes (2021) found that educators, especially in rural communities, often struggle to meet their financial needs, leading many to take on additional jobs or apply for loans. Wage disparities between teachers in urban and rural schools further widen financial insecurity, as those in far-flung areas receive fewer benefits and allowances (Sánchez Ordaz, 2018). Many SOCSARGEN teachers view overseas employment as a means to achieve financial stability, given the higher salaries offered abroad.

The emotional and psychological well-being of teachers in SOCSARGEN is also a growing concern, as many face stress, burnout, and mental health struggles due to excessive workloads and a lack of institutional support. Santiago and Lubiano (2018) and De Guzman and Tan (2019) highlighted that educators in regional areas often deal with emotional exhaustion from managing large classrooms, handling administrative tasks, and meeting high expectations despite limited resources. In addition, Rosales (2024) and Macapagong et al. (2023) reported that teachers aspiring to work abroad experience anxiety and emotional distress due to the uncertainty of migration and the potential separation from their families.

Given the professional, financial, and emotional challenges faced by teachers in SOCSARGEN, many consider working abroad as a viable solution. Choy (2017) and Esguerra (2020) noted that the promise of better salaries, career growth, and improved working conditions abroad attracts Filipino teachers. Navarro-Fang et al. (2016) emphasized that contract-based employment and the lack of tenure security in local schools further push teachers to seek more stable job opportunities overseas. Similarly, studies by Thanom (2023) and Srichai & Wannapiroon (2023) found that teachers from rural areas, including SOCSARGEN, are particularly motivated to migrate due to financial constraints, limited career development, and job insecurity.

Teachers in SOCSARGEN face multiple challenges, from inadequate professional support and financial instability to emotional strain and job insecurity. While some educators remain committed to their profession despite these hardships, many see migration as a path to better opportunities. Addressing these concerns through increased salaries, improved training programs, and better mental health support is essential to retaining teachers and strengthening the education system in SOCSARGEN.

Advantages of Filipino MAPEH Teachers as Overseas Filipino Workers

Many educators seek employment abroad in pursuit of better working conditions, including smaller class sizes, modern teaching facilities, and higher salaries. According to Choy (2017) and Esguerra (2020), foreign teachers in developed countries often experience more structured work environments, access to advanced educational resources, and support from school administrators. In Thailand, Thanom (2023) found that expatriate teachers, including Filipinos, benefit from well-equipped classrooms and reduced administrative burdens, allowing them to focus more on student engagement and instructional quality. However, despite these advantages, foreign teachers may still encounter challenges such as contract limitations, job insecurity, and difficulties in adapting to different educational policies (Srichai & Wannapiroon, 2023).

Teaching abroad provides educators with greater opportunities for career advancement, exposure to diverse teaching methodologies, and access to international training programs. Navarro-Fang et al. (2016) emphasized that foreign teachers often gain specialized skills, such as multilingual instruction and culturally responsive teaching, which enhance their professional competencies. Similarly, Sánchez Ordaz (2018) highlighted that many Filipino teachers working abroad receive higher salaries and professional recognition, which are often lacking in their home countries. In Thailand, Kittisak and Wongwanich (2021) found that while foreign educators can participate in professional development programs, their career progression may be limited due to institutional biases that favor local teachers. Additionally, some teachers face difficulties in having their credentials recognized, restricting their chances for promotion (Rosales, 2024).

Beyond professional benefits, working abroad also contributes to teachers’ personal growth by exposing them to different cultures, lifestyles, and global education trends. Macapagong et al. (2023) noted that Filipino educators abroad often develop intercultural competence and adaptability, which enhances their overall teaching effectiveness. In particular, Stroebe and Nauta (2015) observed that experiencing diverse classrooms allows teachers to adopt more inclusive and flexible teaching strategies. However, despite these advantages, Hu and Huang (2014) pointed out that many migrant teachers experience loneliness, homesickness, and social isolation, particularly in countries where language barriers and cultural differences create difficulties in forming personal connections.

Teaching abroad presents both opportunities and challenges for educators. Andal (2020) and Bernardo (2017) highlight that the benefits include higher salaries, improved working conditions, career development, and exposure to global education practices. However, drawbacks such as cultural adaptation struggles, job insecurity, and social isolation remain significant concerns (Reyes, 2021). In Thailand, Wattanawong (2021) found that while foreign teachers enjoy better employment benefits, they often face difficulties in integrating into the local community due to language barriers and professional restrictions.

The working conditions of teachers in the Philippines vary significantly between urban and rural areas, often influencing job satisfaction and performance. According to Tindowen (2019) and Reyes (2021), many public school teachers face challenges such as large class sizes, outdated facilities, and excessive administrative workloads. Sánchez Ordaz (2018) highlights that despite these difficulties, government initiatives have aimed to improve working environments by increasing school funding and upgrading teaching materials. However, disparities remain, with teachers in rural areas often experiencing a lack of resources and support compared to their urban counterparts.

Opportunities for career advancement and professional training play a crucial role in teacher retention and job satisfaction. Santiago and Lubiano (2018) noted that professional development programs in the Philippines remain limited, particularly in remote areas where access to training is scarce. De Guzman and Tan (2019) highlight that the Department of Education (DepEd) has launched initiatives to enhance teacher skills, such as digital literacy and specialized subject training, but gaps persist in ensuring equal access for all educators. In contrast, Rosales (2024) highlights that, in contrast, private school teachers often have greater opportunities for continuing education and career progression, which leads to higher job satisfaction.

Teaching in the Philippines provides educators with opportunities for personal growth, particularly in adapting to diverse student needs and developing resilience in challenging environments. Macapagong et al. (2023) emphasized that Filipino teachers develop strong problem-solving skills and cultural sensitivity due to the diverse backgrounds of their students. However, Stroebe and Nauta (2015) pointed out that excessive workloads and low salaries often lead to burnout, making it difficult for teachers to fully appreciate the personal growth opportunities within the profession. Hu and Huang (2014) highlight that some educators seek employment abroad for better financial security and work-life balance, believing that international teaching experiences provide both professional and personal enrichment.

Teaching in the Philippines presents both advantages and challenges. On the positive side, Andal (2020) and Bernardo (2017) highlight that teachers benefit from job security, opportunities to shape young minds, and community respect.However, Reyes (2021) highlights that low salaries, inadequate facilities, and limited career growth hinder job satisfaction. Navarro-Fang et al. (2016) highlight that government efforts to improve the education sector continue, but many teachers still face difficulties that drive them to seek opportunities abroad.

Teachers in the SOCSARGEN region (South Cotabato, Sarangani, and General Santos) face varied working conditions depending on their school’s location and resources. According to Andal (2020) and Bernardo (2017), public school teachers in rural areas struggle with inadequate facilities, large class sizes, and a lack of teaching materials. Meanwhile, those in urban schools, particularly in General Santos City, may have better access to modern resources but still experience challenges such as administrative burdens and heavy workloads. Prapaisit and Suksri (2021) highlight that efforts by the Department of Education (DepEd) to improve school infrastructures and provide additional resources have helped alleviate some concerns, but disparities between rural and urban schools persist.

Professional development opportunities for teachers in SOCSARGEN remain a concern, particularly in rural areas where access to training programs is limited. According to Santiago and Lubiano (2018), educators in remote schools often struggle to attend workshops and seminars due to travel constraints and lack of funding. De Guzman and Tan (2019) highlight that DepEd has implemented capacity-building programs to enhance digital literacy, subject-specific training, and innovative teaching strategies, but gaps remain in their accessibility. Rosales (2024) highlights that private school teachers in General Santos City, on the other hand, have greater opportunities for career advancement through school-funded training programs and professional development workshops.

Teaching in SOCSARGEN provides educators with opportunities for personal and professional growth, particularly in adapting to diverse student populations and overcoming resource limitations. Macapagong et al. (2023) noted that teachers in the region develop resilience, creativity, and problem-solving skills due to the challenges they face daily. However, Stroebe and Nauta (2015) emphasized that excessive workloads, low salaries, and limited support systems contribute to teacher burnout. Hu and Huang (2014) highlight that many educators in SOCSARGEN view teaching abroad as a means to achieve financial stability, gain international experience, and improve their overall quality of life.

Andal (2020) and Bernardo (2017) highlight that teaching in SOCSARGEN has both benefits and challenges. The positive aspects include job security, opportunities for shaping young minds, and strong community ties. Reyes (2021) highlights that, however, low salaries, limited professional growth, and inadequate facilities continue to affect teacher satisfaction. Navarro-Fang et al. (2016) highlight that while some teachers remain committed to their profession, others seek overseas employment for better compensation and career opportunities.

Interplay between the threats the Filipino MAPEH Teachers face in the Philippines and the opportunities abroad

Many Filipino teachers seek employment abroad due to various economic, professional, and institutional challenges in the Philippines. According to Santiago and Lubiano (2018), low salaries, lack of career advancement, and poor working conditions are among the primary reasons educators leave the country. De Guzman and Tan (2019) highlight that public school teachers, in particular, face overcrowded classrooms, excessive administrative work, and limited access to professional development programs. Additionally, Rosales (2024) highlights that unstable employment conditions and delayed salary disbursements have made it difficult for teachers to sustain their livelihoods. Navarro-Fang et al. (2016) highlight that these push factors drive Filipino educators to seek better-paying and more stable teaching opportunities overseas, particularly in countries like Thailand.

Thailand has become a top destination for Filipino teachers due to its growing demand for English educators, competitive salaries, and improved working conditions. Thanom (2023) found that Filipino teachers in Thailand often experience smaller class sizes, structured curricula, and access to modern teaching resources. Additionally, Srichai and Wannapiroon (2023) highlight that Thailand offers better job security and faster processing of employment contracts compared to other countries. While Kittisak and Wongwanich (2021) highlight that while some Filipino teachers still face challenges, such as language barriers and cultural differences, many report higher job satisfaction due to better wages, professional development programs, and a more balanced work-life environment.

The decision to work abroad is influenced by both economic necessity and long-term career aspirations. Stroebe and Nauta (2015) emphasized that financial security is a key factor in the migration of Filipino teachers, particularly for those who need to support their families. Macapagong et al. (2023) noted that teachers often weigh the benefits of higher salaries and professional growth against the emotional burden of leaving their home country. Furthermore, Hu and Huang (2014) highlight that many educators consider testimonials from peers and recruitment agencies when deciding whether to move to Thailand.  Sánchez Ordaz (2018) highlights that this decision-making process involves evaluating job prospects, contract terms, and the overall feasibility of adapting to a foreign work environment.

Despite the opportunities abroad, Filipino teachers also consider potential risks before making their decision. Navarro-Fang et al. (2016) highlighted that issues such as employment scams, contract violations, and work permit challenges are common concerns among migrant educators. Rosales (2024) highlights that in Thailand, some teachers experience discrimination, job insecurity, or difficulties in obtaining permanent teaching positions. Furthermore, Kashmoola (2019) found that Filipino teachers working abroad face mental health challenges, including homesickness, isolation, and difficulties in adjusting to cultural expectations. Reyes (2021) highlights that to mitigate these risks, many teachers seek guidance from professional networks, government agencies, and fellow educators who have successfully transitioned to teaching in Thailand.

The decision of Filipino teachers to seek employment abroad is primarily driven by persistent challenges within the Philippine education system. According to Santiago and Lubiano (2018), low salaries, inadequate benefits, and the rising cost of living contribute to financial instability among educators, making overseas work a more attractive option. De Guzman and Tan (2019) highlight that public school teachers, in particular, face overcrowded classrooms, outdated facilities, and excessive administrative workloads that affect both their teaching efficiency and job satisfaction. Furthermore, Rosales (2024) highlights that contract employment and delayed salary disbursements in some areas exacerbate job insecurity, pushing many teachers to seek more stable opportunities abroad.

Despite the challenges, the Philippine government has introduced initiatives to improve the teaching profession. Reyes (2021) highlights that the Department of Education (DepEd) has implemented salary adjustments, teacher training programs, and digital literacy initiatives to enhance professional development.Additionally, Republic Act No. 4670, or the Magna Carta for Public School Teachers, provides certain benefits and legal protections to educators, though enforcement remains inconsistent (Andal, 2020). Bernardo (2017) highlights that private schools in urban centers offer better salaries and career growth opportunities, but competition for these positions is high, leaving many teachers with limited options.

Many Filipino teachers carefully evaluate their career options before deciding to work abroad. Stroebe and Nauta (2015) found that financial security, professional growth, and improved quality of life are primary motivators for migration. Macapagong et al. (2023) highlight that teachers often consider recommendations from colleagues, recruitment agencies, and online testimonials to assess job stability and working conditions in foreign countries. Hu and Huang (2014) highlight that the emotional impact of leaving behind family and community ties is also a major factor in decision-making, making some teachers hesitant despite the promise of higher salaries.

While overseas teaching offers better financial rewards, it also comes with risks that Filipino teachers must carefully assess. According to Navarro-Fang et al. (2016), common concerns include contract irregularities, work permit issues, and employment scams. Rosales (2024) highlights that some Filipino teachers also struggle with cultural adjustments and workplace discrimination in foreign schools. Kashmoola (2019) highlights that mental health challenges, such as homesickness, isolation, and stress, further complicate the transition for Filipino teachers working abroad. Reyes (2021) highlights that to mitigate these risks, many teachers seek guidance from professional networks, government agencies, and support groups before making the final decision to work abroad.

Teachers in South Cotabato, Sarangani, and General Santos (SOCSARGEN) face several challenges that push them to seek employment abroad. Andal (2020) highlights that low salaries, delayed salary releases, and limited benefits have made financial stability a major concern for educators in the region. Bernardo (2017) highlights that public school teachers in rural areas struggle with overcrowded classrooms, inadequate teaching materials, and poor school infrastructure, which negatively affect both teaching quality and job satisfaction. Additionally, Reyes (2021) highlights that excessive workloads and administrative responsibilities leave teachers with little time for professional growth, prompting them to look for better opportunities overseas.

Despite these challenges, there are efforts to improve the local teaching profession. De Guzman and Tan (2019) highlight that the Department of Education (DepEd) has launched programs to enhance teacher training and increase access to digital resources in SOCSARGEN schools. Macapagong et al. (2023) highlight that in urban areas like General Santos City, private schools offer better salaries and career development programs, attracting many teachers to stay. Additionally, Rosales (2024) highlights that local government initiatives, such as scholarship grants and teacher incentives, provide some support, though these programs remain limited and inconsistent.

Teachers in SOCSARGEN carefully evaluate their career options before deciding to work abroad. Stroebe and Nauta (2015) found that financial security and improved working conditions are primary motivators. Hu and Huang (2014) highlight that many teachers consult with peers, recruitment agencies, and former colleagues who have migrated to assess job stability and salary prospects in foreign schools. Sánchez Ordaz (2018) highlights that the emotional cost of leaving family and community behind is a major factor in decision-making, particularly for teachers with young children.

While overseas teaching offers better financial rewards, it also comes with risks that teachers from SOCSARGEN must consider. Navarro-Fang et al. (2016) highlighted that contract issues, work permit delays, and cultural adjustments are common concerns. Rosales (2024) highlights that some Filipino teachers also experience discrimination and workplace challenges in their host countries, affecting their overall job satisfaction. Kashmoola (2019) found that mental health issues, including homesickness and stress, are prevalent among Filipino teachers working abroad. Reyes (2021) highlights that to address these risks, teachers often seek guidance from local government agencies, professional organizations, and online support groups before finalizing their decision to work overseas.

Synthesis

The literature reveals a dynamic interplay of challenges and opportunities influencing the decision of Filipino teachers to work abroad. On the one hand, challenges stem from professional and financial struggles in the Philippines, including low salaries, financial strain, and emotional and psychological stress. These difficulties push educators to seek better opportunities overseas. The uncertainty of relocating, leaving behind their support systems, and adapting to a foreign work environment also add to the complexities of their decision-making process.

On the other hand, the opportunities for professional and personal growth in Thailand are significant. Improved working conditions, access to professional development, and exposure to diverse cultures and teaching methodologies provide Filipino teachers with avenues for career advancement. Additionally, financial stability and personal enrichment gained from international teaching experiences contribute to their motivation to work abroad.

To navigate these challenges and maximize opportunities, teachers engage in careful risk assessment and decision-making. Support systems, adaptation strategies, and professional growth initiatives play a crucial role in ensuring a successful transition. By addressing these factors, Filipino teachers can achieve a more balanced and fulfilling professional journey, benefiting both their careers and the education systems they serve.

METHODOLOGY

This chapter presents the specific procedures or techniques used to identify, select, process, and analyze information. It also discusses the research design, research participants, data sources, data collection, data analysis, the study’s trustworthiness, the researcher’s role, and ethical considerations.

Research Design

The study employed a qualitative research method, specifically Transcendental Phenomenology. Creswell and Poth (2016) highlight that qualitative research is a methodology that seeks to deliver a rich, largely descriptive account, enabling a researcher to describe social and cultural phenomena from the viewpoint of the participants. Creswell (2017) highlights that qualitative research often occurs in natural settings, relying upon observations, interviews, and/or document analysis. Lim (2024) highlights that this open-ended approach is adaptive, allowing for modifications during the study to improve the quality of data gathered and gain deeper insights from participants.

A phenomenological study investigates the common meaning of lived experiences for people who have experienced a particular concept or phenomenon. Yuksel et al. (2015) highlight that describing the common experiences of a specific group reduces individual experiences to the description of that phenomenon. This approach sought to understand the everyday reality of MAPEH teachers’ work experience while working overseas as OFWs and the common perceptions and meanings that they derive from their unique and collective experiences.

This research adopted Transcendental Phenomenology as a guiding method. Greening (2019) describes Transcendental Phenomenology. Neubauer et al. (2019) highlight that individual experiences have greater importance, along with the way people perceive and make sense of those experiences. This enables the researcher to set aside their self-biases through a process called epoche or bracketing and observe the phenomenon from the participants’ views to discover its true essence. Specifically, the study focused on the “threats” and “opportunities” in the perception of Filipino MAPEH teachers working overseas and how this experience has impacted them professionally and personally.

The study’s primary data collection technique was semi-structured, in-depth interviews. During the interviews, participants could freely share their experiences about possibilities and challenges, adaptability, and personal growth in an international setting. It allowed the researcher to thoroughly understand the participants’ perspectives and produce a group conversation that reflected the experiences of MAPEH OFWs. The researcher combined these tales’ common themes or insights into a cohesive portrayal that captured the essence of the MAPEH instructors’ lived experiences abroad.

Locale of the Study

The study was conducted in various schools and educational institutions in Thailand where Filipino teachers specialized in Music, Arts, Physical Education, and Health (MAPEH) work as overseas Filipino workers (OFWs), not only teaching but also doing jobs related to music, arts, physical education, and health. Thailand has been a popular destination for Filipino teachers due to its high demand for experienced educators, particularly in areas that promote holistic student development, such as MAPEH. Filipino teachers in Thailand frequently work in urban and rural schools, adapting to various educational environments and cultural expectations.

Thailand’s educational institutions have long welcomed foreign teachers, with Filipinos accounting for the largest share of this profession. Many of these schools, located in Bangkok, Chiang Mai, Pattaya, and Nakhon Ratchasima, hire Filipino MAPEH teachers to support extracurricular programs, arts initiatives, physical education, and health education, taking advantage of Filipino educators’ unique teaching skills and cultural perspectives. Gruß (2017) highlights that while Filipino MAPEH teachers in Thailand frequently find great employment prospects, they may also confront obstacles with cultural adaptation, professional standards, and managing work permits and visa requirements.

This study examined the lived experiences of Filipino MAPEH teachers working in Thailand, focusing on the threats and possibilities they face in their roles. It also examined the dichotomy of OFW experiences in Thailand’s educational landscape by gathering insights from participants at various Thai institutions.

Participants of the Study

The research participants were purposefully chosen MAPEH teachers who now teach music, arts, physical education, and health (MAPEH) in Thailand and work in adjacent disciplines such as arts, physical education, and health. The in-depth interviews (IDI) were conducted with ten MAPEH teachers who work in various educational and professional settings in Thailand, employing their MAPEH experience in roles such as arts facilitation, fitness instruction, health education, and sports coordination. Each participant is an active MAPEH educator, ensuring they fit the study’s focus on teachers who apply MAPEH principles in situations other than the traditional classroom setting.

In a phenomenological study, participants are chosen based on their common experience with the phenomena, and they provide thorough, meaningful explanations of their lived experiences. Creswell (2013) highlights that participants in phenomenological research should have firsthand experience with the phenomenon, which allows for a more nuanced understanding of shared experiences. Phenomenological studies frequently involve a small number of participants (between 5 and 10) to allow for in-depth research and to ensure that participants share significant traits.

The MAPEH teacher participants were chosen based on the following inclusion criteria: (a) they have experience teaching MAPEH in Thailand and are involved in fields that apply MAPEH-related skills beyond classroom teaching; (b) they are open to sharing their experiences regarding the “threats” and “opportunities” of working as MAPEH teachers and in related fields as overseas Filipino workers (OFWs) in Thailand; and (c) they have been working in Thailand for at least on one year to ensure sufficient adaptation and insight into the Thai professional environment. Consequently, to ensure participant confidentiality, they were anonymized and coded.

Furthermore, to ensure content validity, the produced interview guide was reviewed by three doctorates and two MAPEH master instructors. A data analyst confirmed the correctness of the theme coding and important concepts drawn from the interviews, bolstering the rigor and trustworthiness of the study’s conclusions.

Sampling Technique

The participants were Filipino MAPEH teachers now employed in Thailand in positions requiring their skills in music, arts, physical education, or health. The study deliberated sampling to choose individuals who can provide valuable insights into the threats and opportunities they face when working abroad. Creswell and Creswell (2017) highlight that purposeful sampling is a non-random strategy used in qualitative research to actively pick persons with certain qualities or criteria related to the study’s objectives. This strategy is especially appropriate for phenomenological studies, in which researchers seek to include people with certain experiences or knowledge critical to understanding the phenomenon under investigation.

The goal is to identify persons who can provide rich, thorough narratives of their experiences as MAPEH professionals working in Thailand in both teaching and MAPEH-related professions outside of regular classrooms. According to Creswell (2013), phenomenological studies often use a sample size of 5 to 10 people to allow for in-depth research. This deliberate selection of participants allowed the survey to provide useful insights into the unique experiences of Filipino MAPEH instructors working as overseas Filipino workers.

Research Instrument

This study employed In-Depth Interviews (IDI) with Filipino MAPEH instructor participants.

In-Depth Interviews (IDI): In-depth interviewing is a qualitative research technique involving individual, intensive interviews with a few participants to explore their perspectives on a specific topic, such as the threats and opportunities faced by Filipino MAPEH teachers working in Thailand. The IDI’s primary goal is to collect rich, detailed data that provides comprehensive knowledge of each participant’s personal and professional life. According to Boyce et al. (2018), in-depth interviews are vital for understanding people’s attitudes, behaviors, and feelings about an issue, and they frequently serve as context for broader findings.

The researcher developed a set of interview questions based on the study’s research objectives, focusing on the challenges and opportunities faced by Filipino MAPEH teachers. MAPEH education and qualitative research professionals ensured these questions were relevant and clear. The interviewer asked open-ended questions to allow participants to express their opinions more deeply. The interviews were audio-recorded with the participant’s permission, using a recording device (such as a cellular phone) during Zoom meeting/Google Meet to ensure that the comments were captured accurately and impartially. The recordings were transcribed for analysis, and participants’ confidentiality was maintained by assigning codes to each respondent.

Data Gathering Procedure

Before starting the data collection process, the researcher would follow a systematic communication protocol to obtain the necessary approvals from relevant authorities. The process would start with a formal request to the Dean of Graduate Schools at Sultan Kudarat State University seeking authorization to conduct the study. After getting approval, the researcher would immediately coordinate with MAPEH teachers who would participate in the study.

Prior to data collection, participants receive a detailed explanation of the study’s objectives and procedures. An orientation session is conducted to ensure that participants fully understand their roles, ethical considerations, and confidentiality measures.

During the orientation, participants are given ample time to review and sign the informed consent form before participating in the study. The researcher ensures that participants voluntarily agree to take part in the study, emphasizing their right to withdraw at any stage without consequences. Ethical factors such as confidentiality, anonymity, and data security are thoroughly discussed to create a safe and comfortable research environment.

The researcher conducts one-on-one interviews, using recording devices such as mobile phones or audio recorders to document responses for transcription and analysis. Each interview lasts 60 to 120 minutes, allowing participants to share their perspectives thoroughly. Sessions are scheduled based on participants’ availability, ensuring convenience and comfort. Participants are free to withdraw at any time, with ethical safeguards in place to protect their well-being and confidentiality.

After conducting the interviews, the researcher transcribes the recorded data and applies thematic analysis to identify patterns, themes, and insights from participants’ responses. This process ensures a structured and systematic approach to data interpretation.

To ensure credibility and reliability, the researcher conducts members checking, allowing participants to review summarized transcripts and interpretations for accuracy. Any misinterpretations are clarified, and necessary revisions are made. After incorporating feedback, the researcher finalizes the thematic analysis and prepares the findings for presentation and reporting. Figure 3 presents the research paradigm.

Figure 3. Research Paradigm

Data Analysis Method

In conducting data analysis for this study, the researcher used thematic analysis. According to Moustakas (1994), thematic analysis is a process that emphasizes the finding, examination, and reporting of the patterns and themes that are presented in the data. Thematic analysis arranges all data in detail and describes them. There are six (6) steps covered under thematic analysis:

Familiarizing the data. In this step, the researcher reads and re-reads the data to become familiar with its needs and pay attention to the occurring patterns. The researcher must then complete data collection.

Generating initial codes and themes (Initial themes). The researcher generates the initial codes by documenting where and how patterns occur. This is done through data reduction, where the researcher collapses data into labels to create categories for more efficient analysis. Data complication is also completed here. It involves the researcher making inferences about what the codes mean.

Searching for themes (Clustered Themes), the researcher combined codes into overreaching themes that accurately depicted the data. It was important to develop themes that described exactly what they meant, even if they did not fit. The researcher clarified what was missing from the analysis.

Reviewing themes. In this step, the researcher examined how the themes support the data and the overreaching theoretical perspective. If the analysis seems incomplete, the researcher must go back and find what needs to be added.

Defining and naming themes (Emerging Themes). The researcher represented each theme, indicating which aspects of data were being captured and what was interesting.

Producing the report: In the last step, when the researcher writes the report, the researcher decides which themes make meaningful contributions to understanding what is going on within the data.

Ethical Considerations

Cacciattolo (2015) highlights that the researcher must prioritize the participants’ well-being and safeguard them from needless stress.

Social Value. Social value in research refers to the benefits that a study can provide to society by improving the well-being of individuals or groups. Beauchamp and Childress (2017) highlight the significance of addressing major social issues and ensuring that research findings are meaningful and applicable. This study’s findings helped Music, Arts, Physical Education, and Health (MAPEH) teachers, academic coordinators, department heads, and legislators understand overseas Filipino workers’ obstacles and opportunities. Results were disseminated through presentations in webinars, research forums, and scholarly journals at both national and international levels. Furthermore, the researcher plans to publish the findings in a recognized journal.

Informed Consent. Beauchamp and Childress (2016) highlight that participants should be properly informed about how their data are utilized and the precautions taken to protect their privacy. The researcher sent an official letter requesting permission from school administrators to perform the study. Participating teachers received consent letters detailing the study’s purpose and methods. The researcher had the participants sign a consent form that clearly outlines their voluntary participation, their right to withdraw at any time, and their assent to audio recordings of individual interviews (IDIs) .Confidentiality and privacy were prioritized throughout the research.

Vulnerability of Research Participants. Research subjects may be vulnerable to abuse or exploitation due to various reasons, such as socioeconomic position or job uncertainty. eauchamp and Childress (2016) highlight that researchers have an ethical obligation to assess and limit hazards to vulnerable populations. Participants may feel stressed while discussing issues associated with working overseas, and a guidance counselor was available to assist them as needed. Rigorous confidentiality procedures protected participants’ identities and personal experiences.

Risks, Benefits, and Safety. Beauchamp and Childress (2016) highlight that the researcher must carefully weigh potential risks against expected benefits, minimizing harm and maximizing favorable outcomes. Fostering a supportive environment, enabling participants to skip questions, and maintaining confidentiality reduces risks, such as psychological stress from addressing sensitive topics. Participants’ well-being is addressed, and their privacy, safety, and comfort are vital.

Privacy and confidentiality of information. Beauchamp and Childress (2016) highlight that privacy and confidentiality are key ethical issues for safeguarding participants’ personal information. Participant identities were protected by measures such as pseudonyms and coding. Data was securely saved, and audio recordings, transcripts, and other acquired information were kept strictly confidential by the Data Privacy Act of 2012. Personal information was accessible only to the research team and not shared outside the study.

Justice. Beauchamp and Childress (2016) highlight that justice in research entails allocating advantages and liabilities among participants equitably.). Participant selection was based on study-specific inclusion criteria. Teachers at various levels in the field were invited to join to reflect on multiple perspectives. Each participant’s input was valued, and study findings were shared openly to benefit all relevant parties.

Transparency. Gurwitz and Stinson (2018) highlight that transparency in research provides a clear grasp of methodologies and procedures, aiding in accurate interpretation and replication. The report  included extensive descriptions of research methodologies, methods, and analytical tools to ensure that the study’s conclusions are presented clearly and honestly

Adequate facilities. Creswell and Poth (2017) highlight that adequate resources improve the dependability and quality of research by allowing for precise data gathering and analysis. Access to libraries, electronic storage, data management software, and recording and storage devices helped the study succeed.

Ahmed et al. (2018) highlight that community involvement emphasizes the active participation and collaboration of people who share common interests.The researcher engaged with schools and departments via formal channels to ensure transparency about the study’s goal and potential consequences. Participants’ perspectives and experiences were acknowledged and cherished, enhancing the depth and significance of the research findings.

Trustworthiness of the Study

The researcher followed the widely accepted standards for guaranteeing rigor in qualitative research, which include credibility, transferability, dependability, and confirmability (Cypress, 2017).

Credibility. It was gained by accurately expressing participants’ experiences through member checking, a procedure in which participants examine their interview transcripts and the researcher’s interpretations to ensure accuracy (Birt et al., 2016). This procedure ensures that the findings accurately reflect participants’ perspectives on the risks and possibilities overseas Filipino instructors of Music, Arts, Physical Education, and Health (MAPEH) face, thereby increasing the study’s credibility.

Transferability. The researcher thoroughly explained the study’s background and details on the participants and their workplaces. Nowell et al. (2017) highlight that this method enables readers to assess if the results could be relevant in other contexts with comparable circumstances, which is crucial for proving transferability in qualitative research. By providing detailed explanations, the researcher makes it easier to apply the study’s conclusions to other situations involving teaching abroad, especially for OFWs in comparable positions.

Dependability. Nowell et al. (2017) highlight that an audit trail ensures transparency by capturing every step of the research process, from data collection to coding and theme development, allowing others to trace and replicate the study if desired. This procedure then becomes dependent; that is, it gives a systematic account, step by step, of how data were ascertained and analyzed.

Finally, Chilisa and Preece (2021) highlight that confirmability was ascertained through reflexivity, as the researcher engaged in constant self-reflection to address existing biases and ensure that the findings were based on participant perspectives rather than the researcher’s assumptions.

Creswell and Poth (2018) highlight that reflexivity is an essential feature of qualitative research, ensuring that participants’ perspectives are accurately represented by minimizing researcher influence. This process supports objectivity and strengthens confirmability in the study. Collectively, these helped in establishing the validity of this study, thereby making its results reliable and meaningful

Researcher’s Positionality

Creswell (2018) highlights that the researcher’s positionality acknowledges how their background, experiences, values, and beliefs shape the research process, including data collection, analysis, and interpretation. As a MAPEH educator, the researcher brings firsthand experience in teaching Music, Arts, Physical Education, and Health, which influences their understanding of the challenges and opportunities encountered in delivering the curriculum. This background informs the researcher’s engagement with participants and interpretation of data while necessitating continuous reflexivity to minimize potential biases.

The researcher managed participant recruitment, data collection, analysis, and result dissemination while ensuring verification and confidentiality. To uphold ethical rigor, she engaged in reflexivity, member checking, and peer debriefing to minimize bias and accurately represent participants’ perspectives. Recognizing the complexity of MAPEH teachers’ experiences, she remained open to their viewpoints while acknowledging potential personal biases.

To ensure ethical integrity, the researcher upheld participants’ rights and dignity, providing clear information about the study’s purpose, objectives, and confidentiality measures. Informed consent was obtained, and participants were assured that participation was voluntary, with the right to withdraw at any time without consequences.

To minimize bias and uphold research credibility and rigor, the researcher continuously engaged in self-reflection and sought feedback from a research adviser and an advisory committee with expertise in qualitative research. Their guidance and critical insights helped refine the study’s approach, ensuring that the research remained participant-centered and methodologically sound.

PRESENTATION AND DISCUSSION OF FINDINGS

This chapter presents the study’s results and deliberates the implications of data gathered through an interview guide questionnaire during the interview conducted with the participants.

Presentation of Findings

This section presents the findings on the threats and opportunities faced by Overseas Filipino Workers (OFWs) in Music, Arts, Physical Education, and Health (MAPEH). Through a comprehensive thematic analysis, significant statements were identified, initial themes were formulated, and these themes were clustered to determine the emerging patterns. The analysis highlights OFWs’ challenges and prospects in promoting and sustaining MAPEH-related practices while working abroad.

Emerging Themes on the Lived Experiences of Filipino MAPEH Teachers regarding the Professional and Personal threats they face in the Philippines

Four (4) emerging themes were articulated through careful data analysis and interpretation, synthesized from various initial and clustered themes. The four emerging themes were the following: Professional Challenges in the Philippine Setting, Financial strain and low salary, Emotional and Psychological Impact, and Push Factors toward working abroad. These themes characterized the lived experiences of Filipino MAPEH teachers regarding the professional and personal threats they face in the Philippines.

Table 1. Lived Experiences of Filipino MAPEH Teachers Regarding the Professional and Personal Threats They Face in the Philippines

Emerging Theme 1: Professional Challenges in the Philippines

This theme highlights the experiences of Filipino MAPEH Teachers regarding their Professional challenges. Participants describe heavy workloads, inadequate facilities, large class sizes, and limited professional development as core issues in their daily teaching experience. These conditions make it difficult to focus on quality instruction and personal well-being.

Participants shared their experiences:

“The overwhelming workload was one of the major challenges I faced, which often required long hours of preparation, teaching, and administrative tasks. This made it difficult to maintain a good work-life balance. Those are the difficulties that I experienced while teaching in the Philippines.” -Josh.

“As a MAPEH teacher in DepEd-Philippines, I faced challenges such as limited opportunities for professional development… Additionally, the lack of adequate facilities and equipment hindered effective teaching…”  -Mario

“The challenging experiences I had while teaching in the Philippines are… the limited availability of resources and facilities… large Class Sizes”-Jane.

Approximately 5–6 out of 8 participants recognized these core challenges in their daily teaching experience, highlighting their struggle to balance quality instruction and personal well-being.

Emerging Theme 2: Financial Strain & Low Salary

This theme highlights the financial strain and low salary that teachers experience, emphasizing the challenges they face in meeting their personal and professional needs. Many teachers report low wages compared to their workload, leading to continuous financial strain. This economic insecurity often compounds the stress they already face.

Participants shared their thoughts:

“I have a lot to say. The first one is insufficient income, maybe number one… of course, we also have an overwhelming workload…”-Jade

 “Low wages are also a problem since it’s very difficult to preserve a family or maintain a life plan.”-Joan

Approximately 4 out of 8 participants highlighted low salary as a significant challenge affecting their daily teaching experience and overall well-being.

Emerging Theme 3: Emotional & Psychological Impact

This theme highlights the emotional and psychological impact teachers experience, emphasizing the stress and challenges they face in their daily professional lives. The challenging environment in the Philippines—particularly the workload, inadequate resources, and emotional toll—motivates teachers to seek opportunities overseas with better pay or growth.

Teachers noted the following:

 “…the workplace is very toxic… I think I probably developed an undiagnosed anxiety disorder, stress, and trauma.”-Ren

“Being a teacher in the Philippines is very difficult and disappointing… I felt like I was not doing enough because I could not give what was best for my students…” -Kim

“These challenges made me feel very tired and, sometimes, underappreciated… there are times when, no matter how hard you try, it’s still not enough, and it’s pretty discouraging.”-Ken

Approximately 3–4 out of 8 participants highlighted stress and burnout as significant emotional and psychological challenges affecting their well-being and teaching experience.

Emerging Theme 4: Push Factors Toward Working Abroad

This theme highlights the push factors toward working abroad, emphasizing the challenges and circumstances that motivate teachers to seek opportunities outside their current roles. The challenging environment in the Philippines—particularly the workload, inadequate resources, and emotional toll—motivates teachers to seek opportunities overseas with better pay or growth.

Teachers expressed the following:

“The overwhelming workload, lack of resources, and emotional stress I faced as a teacher in the Philippines motivated me to seek better opportunities abroad.” -Mario

“…The challenges and threats I faced… made me realize the need to seek an environment where I could grow both personally and professionally… As the breadwinner of my family, I felt the need to explore opportunities that could provide better financial stability…”-Josh

“…I also have a recommendation from my friend who has already been working here… she’s the one who motivated me to work here too…”-Jane

Approximately 4–5 out of 8 participants expressed interest in going abroad, highlighting it as a potential opportunity amidst their current challenges.

Emerging Themes on How Filipino MAPEH Teachers in Thailand Describe the Advantages of Teaching Overseas Compared to Their Experiences in the Philippines

Three (3) emerging themes were articulated through careful data analysis and interpretation, synthesized from various initial and clustered themes. The three emerging themes were Improved working conditions, Professional Growth and Development, Personal Gains, and a broader Perspective. These themes characterized the lived experiences of Filipino MAPEH teachers in Thailand, highlighting the advantages of teaching overseas compared to their experiences in the Philippines.

Table 2. How Filipino MAPEH Teachers in Thailand Describe the Advantages of Teaching Overseas Compared to Their Experiences in the Philippines

Emerging Theme 1: Improved Working Conditions

Improving working conditions has become a key factor in enhancing teachers’ overall job satisfaction, productivity, and well-being. Teachers consistently highlight work-life balance, better salaries, superior facilities, and sometimes specialized teaching as immediate upgrades compared to their Philippine experiences.

Participants shared the following:

 “Working as a MAPEH teacher in Thailand provides better teaching facilities, smaller class sizes, and more support… The overall teaching environment is less stressful and more rewarding compared to my experience in the Philippines.” -Jade.

 “Working as a PE teacher in Thailand… I am recognized as a PE specialist… The state-of-the-art facilities provided in my current school are another highlight… The opportunity to teach abroad has given me a better work-life balance, less stress…” -Kim

 “The work-life balance, less paperwork, paid leaves, longer holidays, sufficient income, cost of living…”-Ken

Approximately 4–5 out of 8 participants observed these improvements in working conditions.

Emerging Theme 2: Professional Growth & Development

Professional growth and development enhance teachers’ skills, confidence, and career advancement. The Thai system offers clearer opportunities for training, workshops, or leadership, giving teachers a platform to advance their skills.

Participants elaborated:

“Unlike in the Philippines, where I had to juggle teaching all four components of MAPEH… my role in Thailand enabled me to refine and expand my skills in PE and swimming instruction… The availability of state-of-the-art facilities… has also allowed me to design more effective lessons.”-Mario

 “The positive impact… was due to access to better resources, advanced professional development opportunities, and a supportive work environment…”-Joan

“I’ve been given more responsibilities, like leading workshops and extracurricular activities…”-Ren

Approximately 4–5 out of 8 participants observed these professional growth and development changes.

Emerging Theme 3: Personal Gains & Broader Perspective

Personal growth and a broader perspective are essential outcomes of continuous professional and workplace improvements. Beyond job-related improvements, teachers find cultural exposure, recognition, and less overall stress in Thailand, enhancing personal fulfillment.

Participants shared these experiences:

 “Working in Thailand has given me the opportunity to improve my teaching methods, gain exposure to a more diverse learning environment…” -Josh

 “There are lots of advantages to working here… better compensation… The educational system here is more appealing to the teachers because of its many benefits compared to the Philippines.”

-Jane

“The work-life balance is much better here… the teaching hours are more manageable, and the overall workload does not feel as overwhelming

-Jade

Approximately 3–4 out of 8 participants acknowledged significant personal growth and a broader perspective through their experiences.

Emerging Themes on How do Filipino MAPEH teachers in Thailand describe the interplay between the threats they face in the Philippines and the opportunities they perceive abroad in influencing their decisions to work overseas

Three (3) emerging themes were articulated through careful data analysis and interpretation, synthesized from various clustered themes and significant statements. The four emerging themes were Threats in the Philippines (Push Factor), Opportunities in Thailand (Pull Factors), and Decision-Making and Risk Evaluation. These themes characterized the lived experiences of individuals considering migration from the Philippines to Thailand, shaped by the push factors in the Philippines, the pull factors in Thailand, and the decision-making processes involved in evaluating potential risks and opportunities.

Table 3. Themes on how Filipino MAPEH teachers in Thailand describe the interplay between the threats they face in the Philippines and the opportunities they perceive abroad in influencing their decisions to work overseas

Emerging Theme 1: Threats in the Philippines (Push Factors)

Various threats or challenges often influence the decision to migrate to the home country. Teachers faced overwhelming workloads, limited resources, low salaries, and emotional tolls in the Philippines. These conditions “push” them to seek alternatives.

Participants shared their strategies as follows:

“The specific difficulties I faced in the Philippines, such as heavy workloads, lack of teaching resources, large class sizes, and limited professional growth opportunities, made me consider working abroad…”-Josh

“In the Philippines, one of the major difficulties… was the overwhelming workload… The lack of adequate facilities and resources… As a result, I felt that my potential to grow… was constrained…”-Ren

 “Indeed, one of my major stressors in the Philippines is the low salary and the country’s unstable finances…”-Kim

Approximately 4–5 out of 8 participants highlighted economic challenges, limited job opportunities, and political instability as key push factors influencing their decision to migrate from the Philippines.

Emerging Theme 2: Opportunities in Thailand (Pull Factors)

The decision to migrate is often motivated by the promise of better opportunities in the destination country. Thailand’s teaching environment offers specialization, manageable class sizes, better compensation, and professional growth, thus “pulling” teachers away from the Philippines.

Participants expressed their approaches as follows:

“In Thailand, the opportunities have effectively addressed these concerns… focus on specialization as a PE teacher… The state-of-the-art facilities… The manageable class sizes…”-Mario

“Low salary, endless paperwork, and pressure… Working here in Thailand made my life easier and healthier…”Joan

“The limited growth opportunities and financial struggles made my future look uncertain there; working abroad was a good opportunity… for personal and professional growth.”-Josh

Approximately 4 out of 8 participants identified better job prospects, higher salaries, and a more stable living environment as the primary factors influencing their decision to migrate to Thailand.

Emerging Theme 3: Decision-Making and Risk Evaluation

The decision to migrate is a complex process that involves carefully weighing the risks and benefits of leaving one’s home country for a new environment. Teachers weigh family separation, cultural adjustment, and the possibility of similar PH opportunities, concluding that improved salary and growth justify the move.

Participants reflected on their growth:

“When evaluating the risks of leaving the Philippines… I weighed these risks against the opportunities abroad, such as better compensation, improved working conditions… The potential for personal and professional growth abroad outweighed the challenges of leaving home.” -Jade

 “Working abroad and being far from your family is really hard… People will always choose a better life.” -Mario

“I think if the opportunities were offered here in the Philippines, I wouldn’t have chosen to work abroad…”Kim

Approximately 4–5 out of 8 participants emphasized the critical role of decision-making and risk evaluation, highlighting that assessing potential opportunities and risks was a key factor in their migration decisions.

DISCUSSION OF FINDINGS

Emerging Themes on the Lived Experiences of Filipino MAPEH Teachers regarding the Professional and Personal Threats They Face in the Philippines

Emerging Theme 1: Professional Challenges in the Philippines

Filipino MAPEH teachers face various professional challenges in the Philippine education system, with some experiencing significant difficulties while others have learned to adapt despite the constraints. The severity of these challenges often depends on factors such as institutional support, resource availability, and workload management.

Many educators struggle with large class sizes, inadequate facilities, and limited access to teaching materials that hinder effective instruction. Additionally, evolving education policies and administrative demands add to the complexity of their roles, requiring continuous adjustments in teaching strategies and professional development. The result aligns with Cruz’s (2018) and Delos Reyes’s (2020) findings, which highlight that teachers in the Philippines often face systemic barriers that affect their instructional effectiveness and overall job satisfaction. Like the findings of the Philippine Institute for Development Studies (2019), public school teachers often deal with administrative burdens, participation in various government programs, and a lack of support staff, all of which negatively impact teaching quality.

Conversely, some MAPEH teachers have managed to navigate professional challenges in the Philippines with resilience, attributing their adaptability to experience, resourcefulness, and institutional support. Despite systemic issues, those with access to better facilities, strong school leadership, and professional development opportunities find ways to mitigate difficulties. Collaborative environments and continuous skill enhancement allow them to cope with instructional demands and administrative responsibilities more effectively. The result is supported by Santos and Rivera (2021), who emphasize that a well-structured support system and access to professional growth opportunities significantly contribute to teachers’ ability to overcome workplace challenges. Similarly, Diomampo and Quines (2023) highlight the adaptability of teachers handling multiple responsibilities, emphasizing that resilience is strengthened through institutional support and collaboration. Additionally, Santos (2021) underscores the significance of continuous teacher training in enhancing professional growth and improving instructional effectiveness.

Teachers’ varying experiences in handling professional challenges highlight the role of skill development and career growth, as explained by Human Capital Theory (Becker, 1964). This theory suggests that individuals who invest in education, training, and professional development enhance their productivity and adaptability in the workplace. Teachers actively seeking continuous learning opportunities, such as workshops and advanced studies, are better equipped to manage classroom demands and institutional pressures. The result is supported by Smith and Klein (2015), who emphasize that sustained professional training enhances teachers’ instructional effectiveness and long-term career engagement. Additionally, Johnson (2015) highlights the positive correlation between teacher participation in ongoing skill development programs and improved classroom management, leading to higher student performance.

Emerging Theme 2: Financial Strain and Low Salary

The financial strain and low salary faced by Filipino MAPEH teachers significantly impact their professional and personal well-being. One of the most pressing challenges is inadequate compensation, which often fails to meet the rising cost of living, forcing many teachers to take on additional jobs or financial obligations. This financial burden affects their focus on teaching as they struggle to balance their workload with side jobs to supplement their income.

Many teachers faced financial strain due to low salaries, often requiring them to seek additional sources of income to support their families. This financial pressure impacted their ability to dedicate themselves to their teaching responsibilities fully. To cope, educators balanced multiple jobs, which affected their time and energy for professional development and lesson preparation. Research by Paguio and Garcia (2021), Capulong (2019), and a Stanford-led study (Smith & Johnson, 2022) emphasize that financial insecurity among teachers leads to burnout and reduced motivation, highlighting the urgent need for better compensation and support systems to ensure teachers’ well-being and effectiveness.

Despite financial strain, many teachers manage their situations by utilizing budgeting strategies and seeking financial assistance from community organizations, which helps alleviate some pressure caused by low salaries and allows them to balance personal and professional responsibilities. Additionally, some educators turn to online platforms and freelance opportunities for extra income. Research by Paguio and Garcia (2021), Capulong (2019), and a study by EarnUp (2023) highlights that these coping mechanisms are common among educators, underscoring the importance of financial support and professional development to ensure teacher retention and effectiveness.

However, despite teachers’ efforts to manage financial strain, low salaries affect their overall job satisfaction and performance. Many educators struggle to focus on their teaching responsibilities when balancing multiple jobs to meet their financial needs. Research by Smith and Lee (2022), Johnson (2020), and Ramirez (2019) highlights that inadequate compensation contributes to stress, burnout, and decreased teaching effectiveness. It emphasizes the need for improved salary structures and support systems to enable teachers to focus more on their professional growth and classroom effectiveness without the added burden of financial insecurity.

The financial strain and low salary faced by Filipino MAPEH teachers highlight the broader challenges that impact their professional lives. Lee (1966) highlights that in response to inadequate compensation, many educators took on additional jobs to meet their financial needs, a common phenomenon reflecting the Push-Pull Theory of Migration. This theory suggests that economic pressures (push factors) drive individuals to seek opportunities elsewhere or adopt additional work, while the desire for better living standards (pull factors) motivates them to pursue alternative income sources. The strain of balancing multiple jobs not only affects teachers’ well-being but also detracts from their focus and performance in the classroom, illustrating the need for systemic change to address both financial and professional growth concerns.

Emerging Theme 3: Emotional and Psychological Impact

Emotional and Psychological Impact reveals Filipino teachers’ significant stress and burnout due to large class sizes, administrative pressures, and personal responsibilities. These challenges often lead to anxiety and emotional exhaustion, highlighting the urgent need for emotional support and coping strategies to maintain teacher well-being and effectiveness in the classroom.

Many teachers experience significant stress and burnout due to high workloads, large class sizes, and the emotional demands of their profession. These pressures often lead to anxiety, depression, and exhaustion, affecting their overall well-being and job satisfaction. Research by Paguio and Garcia (2021) and Capulong (2019) supports this, emphasizing that emotional strain and burnout are prevalent among teachers, and addressing these issues is crucial for improving teacher retention and classroom effectiveness. Studies by Maslach and Leiter (2022), Skaalvik and Skaalvik (2021), and Chang (2020) further highlight that prolonged exposure to high job demands and emotional exhaustion significantly impacts teachers’ mental health, leading to decreased motivation and effectiveness in the classroom.

Conversely, some teachers reported that strong support systems, such as mentorship from colleagues and active school leadership, alleviated their emotional and psychological challenges. These educators emphasized that access to counseling services and professional development opportunities helped them cope better with stress. Research by Salazar (2022), Martinez (2021), and Fernandez (2020) supports this, highlighting the importance of institutional support in reducing burnout and fostering emotional well-being among teachers.

Teachers’ contrasting experiences with their work’s emotional and psychological impact highlight the role of support systems and personal resilience in navigating professional challenges. Some educators managed to cope with stress and burnout through strong institutional support, including mentorship, counseling, and professional development, while others struggled due to the lack of such resources. Hanushek & Woessmann (2020) highlight that this contrast can be understood through the lens of Human Capital Theory, which posits that investing in teachers’ education, training, and well-being enhances their productivity and ability to handle workplace challenges. Teachers with better access to these resources were more resilient in the face of emotional stress. In contrast, those with fewer support systems faced greater difficulties in managing the psychological toll of teaching

Emerging Theme 4: Push Factors Toward Working Abroad

Teachers had varied experiences with the push factors toward working abroad. Some felt compelled to seek opportunities overseas due to financial constraints and limited career growth, while others remained committed to their roles despite these pressures. The decision to work abroad was often influenced by the desire for better salaries, improved working conditions, and more personal and professional development opportunities.

For many teachers, the push factors toward working abroad were driven by financial pressures and the desire for better career opportunities, leading them to seek higher-paying jobs outside the country. The challenge of managing low salaries and limited professional growth in the local education system increased their motivation to explore international work options. This phenomenon aligns with Lee’s (1966) Push-Pull Theory of Migration, which posits that economic constraints in one’s home country often drive professionals to seek improved living standards and career advancement elsewhere (Randwick, 2023; ResearchGate, 2024; IJASE, 2023Randwick Research (2023) highlights that studies have documented wage differentials between origin and destination countries as a significant push factor, motivating individuals to migrate for better income prospects. Additionally, Randwick Research (2024) highlights that research on Filipino teachers working abroad reveals that economic factors, including low salaries and limited professional growth, serve as significant push factors leading them to seek higher-paying jobs overseas. Furthermore, IJASE (2023) highlights that studies illustrate the interplay of push and pull factors that motivate teachers to migrate, emphasizing their resilience and adaptability in navigating these complex forces.

Conversely, some teachers chose to stay in their local teaching careers, finding fulfillment in community involvement and shaping future generations despite financial limitations. This aligns with Lee’s (1966) pull factors, where professional satisfaction, cultural ties, and national pride retain teachers in their home country (Sage Journals, 2022; Liberty University, 2021; Indiana State University, 2020). Sage Journals (2022) and Liberty University (2021) highlight that intrinsic motivation, job satisfaction, and strong community ties significantly influence teachers’ decisions to remain.

Teachers’ contrasting experiences with the push factors toward working abroad—where some were motivated by financial constraints, while others were deterred by their commitment to local teaching—underscore the dynamic nature of decision-making, as explained by Super’s Career Development Theory (1990). Their personal and professional encounters with financial challenges and career growth opportunities illustrate how individuals shape their career paths based on self-concept, aspirations, and external circumstances. Furthermore, teachers who were more financially stable or satisfied with their local roles felt less inclined to pursue opportunities abroad. At the same time, those facing financial difficulties or limited career advancement were more likely to consider migration, reflecting the push-pull dynamics outlined by Lee (1966).

Emerging Themes on How Filipino MAPEH Teachers in Thailand Describe the Advantages of Teaching Overseas Compared to Their Experiences in the Philippines

The decision of Filipino MAPEH teachers to work overseas, particularly in Thailand, has provided them with opportunities for professional and personal growth. Through an analysis of their lived experiences, three key themes emerged: (1) Improved Working Conditions, (2) Professional Growth and Development, and (3) Personal Gains and broader Perspective. These themes highlight the various advantages Filipino educators perceive in their overseas teaching experiences, offering valuable insights into how working abroad has enhanced their teaching careers and broadened their horizons compared to their experiences in the Philippines.

Emerging Theme 1: Improved Working Conditions

Filipino MAPEH teachers in Thailand reported diverse experiences regarding improved working conditions. Some found the transition a welcome change, while others took time to adjust to the new environment. The improvement in working conditions largely depended on the differences in school infrastructure, available teaching resources, and administrative support. Many teachers appreciated the better facilities and supportive work environment, which helped enhance their teaching experience compared to the conditions they encountered in the Philippines.

For many Filipino MAPEH teachers in Thailand, the improved working conditions presented a welcome change, particularly with better classroom facilities, administrative support, and resources. The shift from the Philippines’ often overcrowded classrooms and limited resources made lesson delivery more manageable and effective. The result aligns with research by Punzalan (2018) and Cruz (2019), who highlight that improved working conditions contribute significantly to teacher satisfaction and effectiveness, enabling educators to focus more on pedagogy and less on logistical challenges.

Conversely, some Filipino MAPEH teachers in Thailand found the transition to improved working conditions less challenging, as the availability of modern facilities and more manageable class sizes allowed them to focus more on teaching. The supportive work environment, including better administrative assistance and fewer bureaucratic hurdles, made it easier for them to concentrate on lesson delivery and student engagement. Research by Espiritu (2021), Delgado (2020), and Ramirez (2019) supports this, emphasizing that improved infrastructure and support systems enhance teaching efficiency and allow educators to meet their professional goals better.

Filipino MAPEH teachers’ contrasting experiences with improved working conditions highlight the role of individual preparedness and adaptability, as outlined in the Human Capital Theory (Becker, 1964). Some teachers found the transition to better facilities and resources seamless, as their prior training and experience allowed them to navigate the new environment easily. Others, however, faced challenges as they needed time to adjust to the different cultural and institutional settings. The result reflects the theory’s assertion that individuals who invest in their education and skill development are better equipped to maximize new opportunities. Additionally, those who were more familiar with the educational systems in Thailand and had prior international exposure adapted more quickly. In contrast, others required more support to thrive fully in the new environment.

Emerging Theme 2: Professional Growth and Development

Filipino MAPEH teachers in Thailand had diverse experiences in terms of professional growth and development, with some finding the transition rewarding and others perceiving it as a challenging but valuable opportunity for growth. The difficulty in adapting largely depended on the availability of professional development resources, such as workshops, training, and mentorship. Those who had access to continuous learning opportunities found it easier to enhance their teaching skills and adapt to the demands of the new teaching environment. In contrast, others needed more time and support to embrace these opportunities fully.

For many Filipino MAPEH teachers in Thailand, the transition to new professional growth opportunities introduced challenges that required them to develop new skills and adjust their teaching approaches. The need to learn new pedagogical techniques and adapt to a different educational system led to increased professional development time and occasional uncertainty in instructional delivery. The result aligns with studies by Rajan and Perumal (2020), Ramos (2018), and Bautista (2021), emphasizing that professional growth requires ongoing training and adaptation to meet the evolving demands of international teaching environments effectively.

“Conversely, some Filipino MAPEH teachers in Thailand found their professional growth experience less challenging due to the more structured and supportive working environment. The availability of resources and opportunities for continuous professional development allowed them to focus on enhancing specific skills, making the transition smoother. These findings align with research by Tan et al. (2021), Lee and Castillo (2020), and Gomez (2019), who emphasized that well-supported professional development programs contribute to teachers’ effectiveness and career satisfaction, facilitating their growth and adaptation to new teaching environment.

Super (1990) proposes that teachers’ contrasting experiences—where some found working abroad more fulfilling, while others perceived it as more challenging—underscore the dynamic nature of career development. Their unique experiences in professional growth and adaptation to new working environments highlight that careers evolve through continuous exploration and establishment. Differences in perceived ease or difficulty also reflect Human Capital Theory (Becker, 1964), where teachers with more skills, education, and experience were better prepared to navigate the challenges of teaching abroad. Nguyen (2017) highlights that those who had prior exposure to diverse educational settings or participated in professional development programs appeared more adept at handling the demands of their overseas roles. In contrast, others encountered more challenges in adapting to their new context

Emerging Theme 3: Personal Gains and Broader Perspective

Teachers’ experiences teaching abroad varied. Some found the transition to new educational environments challenging, while others saw it as an opportunity for growth. The difficulty level was influenced by cultural differences, language barriers, and institutional support available in their new teaching contexts.

For many Filipino MAPEH teachers working abroad, adjusting to a new educational system and curriculum presents significant challenges. Adapting to different teaching methodologies, educational expectations, and student learning styles often increases preparation time and introduces uncertainty in lesson delivery. These experiences align with findings from recent studies, such as those by Macapagong et al. (2023), Maguate (2023), and Mendoza (2022), which highlight that Filipino teachers frequently encounter cultural, environmental, and language barriers that adversely affect their teaching efficiency.

Conversely, some Filipino MAPEH teachers working abroad found the transition to the international teaching environment easier, as the clearer structure and focused curriculum allowed them to concentrate on specific learning objectives. The streamlined approach to lesson planning and resource availability reduced the complexity of teaching, making the process more manageable. These findings align with research by Johnson (2019), Reyes and Tan (2021), and Alvarez (2023), emphasizing that a structured curriculum and clear learning goals enable teachers to deliver content effectively and efficiently, leading to improved teaching outcomes.

Teachers’ experiences with the Philippine educational system, especially MAPEH (Music, Arts, PE, and Health) educators, reflect significant personal gains and a broader perspective, particularly when considering opportunities abroad. The curriculum changes in the Philippines prompted some teachers to view these adjustments as stepping stones for professional growth while simultaneously expanding their horizons beyond local contexts. These teachers gained valuable skills and expertise that enhanced their human capital, which aligns with Becker’s Human Capital Theory (1964), which asserts that investments in education and professional development lead to greater skills and improved career prospects.

This professional growth allowed some educators to seek international opportunities due to limited professional advancements at home or the desire for a broader cultural experience. Lee’s push-pull theory of migration (1966) supports the “push” of constrained opportunities in the local educational system combined with the “pull” of better working conditions and career prospects abroad. For many teachers, working abroad represented an escape, a way to enhance their skills and achieve a more enriching career.

Moreover, Super’s Career Development Theory (1990) highlights that continuous learning and adaptability are crucial for long-term career satisfaction and growth. Teachers who viewed the curricular changes as an opportunity to improve their practices often found themselves better equipped to take on international positions, where they could apply their refined skills in more diverse and challenging environments.

In addition, the broader perspective gained from exposure to different educational systems abroad is consistent with Moustakas’ Phenomenological Theory (1994), which emphasizes the role of lived experiences in shaping one’s understanding of self. Teachers who worked abroad reflected on how their international experiences deepened their professional identities, allowing them to develop new ways of thinking about pedagogy and their roles as educators. This process of reflection and adaptation helped them navigate the complexities of teaching in foreign environments, thus contributing to their personal and professional growth in the global educational landscape.

Emerging Themes on How do Filipino MAPEH teachers in Thailand describe the interplay between the threats they face in the Philippines and the opportunities they perceive abroad in influencing their decisions to work overseas

Filipino MAPEH teachers in Thailand face challenges and opportunities influencing their decision to work abroad. Three key themes emerged: (1) Threats in the Philippines (Push Factors), (2) Opportunities in Thailand (Pull Factors), and (3) Decision-Making and Risk Evaluation. These themes highlight the factors driving their decisions, shedding light on their challenges at home and the promising prospects they seek abroad.

Emerging Theme 1: Threats in the Philippines (Push Factors)

Filipino MAPEH teachers in Thailand shared varied experiences regarding the challenges they faced in the Philippines, influencing their decision to work abroad. Many cited systemic issues such as limited resources, insufficient support, and low salaries as key push factors. These challenges often led to burnout and stagnation, prompting them to seek better opportunities overseas. The extent to which teachers felt the impact of these issues varied, with some perceiving them as insurmountable obstacles while others sought ways to navigate and overcome these difficulties.

Many Filipino MAPEH teachers leave the Philippines due to limited resources, low salaries, and lack of support, leading to job dissatisfaction and burnout. Lee’s Push-Pull Theory of Migration (1966) explains this movement, where negative home conditions push individuals to migrate, while better opportunities abroad attract them. Castillo et al. (2020) identified economic struggles and limited growth as key push factors, while Dela Cruz and Santos (2022) found financial hardships and career stagnation as major reasons for migration. Reyes (2023) highlighted higher salaries

Conversely, many Filipino MAPEH teachers found opportunities abroad more attractive, as they promised better working conditions, higher salaries, and access to professional development. These “pull factors” allowed teachers to work in environments that supported their growth and provided the resources needed for more effective teaching. Studies support this notion, demonstrating that favorable opportunities abroad often attract individuals seeking better career prospects and personal growth. Similarly, González et al. (2016) highlight how improved professional environments abroad serve as strong motivators for teacher migration. Moreover, a report by the UNESCO Institute for Statistics (2021) emphasizes that competitive salaries and access to training programs are key drivers in the global movement of educators.

Teachers’ contrasting experiences—some perceived the threats in the Philippines as overwhelming, while others viewed the opportunities abroad as more promising—highlight the interplay between push and pull factors in migration, as explained by Lee’s Push-Pull Theory (1966). Alburo and Abella (2018) highlight that teachers who felt the pressures of limited professional growth, low compensation, and job insecurity in the Philippines were more inclined to pursue opportunities abroad. Conversely, Tigno (2017) highlights that those with better support systems and professional opportunities at home were less likely to be motivated to migrate. Additionally, this decision-making process reflects aspects of Human Capital Theory (Becker, 1964), where teachers weigh the potential for career advancement and personal development when considering the benefits of working overseas. Docquier and Marfouk (2016) highlight that those seeking higher wages and improved working conditions abroad were driven to increase their human capital, enhancing their long-term career prospects.

Emerging Theme 2: Opportunities in Thailand (Pull Factors)

Teachers had varying experiences in considering opportunities in Thailand, with some perceiving it as a chance for career advancement while others focused on the improved work-life balance. The perceived benefits largely depended on personal priorities and the level of professional development opportunities available.

For many teachers, opportunities in Thailand provided better work conditions, resources, and professional development, leading to higher job satisfaction and effectiveness. Recent studies confirm this link—Harrison et al. (2023) found job satisfaction enhances instructional quality, while Srivastava & Gupta (2025) highlighted professional development as key to teacher growth. Similarly, Mugas & Tagadiad (2023) emphasized the impact of supportive work environments on teaching performance.

Conversely, some teachers found the opportunities in Thailand less challenging. The better work conditions and professional support allowed them to focus more on teaching and less on external pressures. The availability of resources, manageable class sizes, and regular training sessions helped them improve their teaching methods and create more effective lessons. Lee (1966) emphasized that “pull” factors, such as improved working conditions, attract individuals seeking better opportunities abroad. Similarly, ResearchGate (2021) found that a conducive work environment enhances teacher performance by providing security and stability. Likewise, Oluoh (2020) highlighted that favorable working conditions significantly impact teachers’ job effectiveness.

Teachers’ contrasting experiences—where some found the opportunities in Thailand more rewarding, and others faced challenges—highlight the complex dynamics of decision-making, as illustrated by the Push-Pull Theory of Migration (Lee, 1966). Their practical experiences in assessing the benefits of working abroad versus the challenges they encountered in the Philippines underscore how personal circumstances and professional aspirations influence career choices. Teachers who were more attuned to the pull factors, such as better working conditions and opportunities for professional growth, felt more confident in their decision to work abroad. On the other hand, those less prepared emotionally or professionally struggled to navigate the transition. The result aligns with the idea of readiness, as suggested by Thorndike’s Law of Readiness (Irwan, 2016), where teachers who were better prepared for the change could adapt more smoothly to new environments.

Emerging Theme 3: Decision-Making and Risk Evaluation

Teachers had diverse experiences making decisions about working abroad. Some saw the opportunities in Thailand as a clear benefit, while others were more cautious due to potential risks. Their comfort level in making this decision largely depended on their personal circumstances and professional goals and their assessment of the benefits and challenges they faced.

For many, the decision to work abroad was influenced by various personal and professional factors, with some perceiving it as an opportunity for growth, while others weighed the risks of leaving their home country. The need to assess job stability, financial incentives, and the potential for career advancement resulted in a more thoughtful decision-making process. Lee (1966) emphasized the importance of evaluating both push and pull factors in migration decisions. Similarly, Super (1990) highlighted how career choices are shaped by self-concept and professional development opportunities. Likewise, Tabor et al. (2018) found that financial stability and job security play a crucial role in individuals’ decisions to migrate for work.

Conversely, some teachers found the decision to work abroad less challenging, as the opportunities for professional growth, better working conditions, and higher salaries made the transition more appealing. These factors allowed them to focus on career advancement and personal development, reducing the anxiety associated with relocation. Lee’s Push-Pull Theory (1966) supports this result. It emphasizes how individuals are often attracted to opportunities abroad (pull factors) while simultaneously seeking to escape unfavorable conditions at home (push factors).

Teachers’ contrasting experiences in deciding to work abroad—where some found the decision easier, while others encountered challenges—highlight the complex process of decision-making as outlined by Super’s Career Development Theory (1990). Their circumstances and career aspirations shaped their readiness and perceptions of opportunities abroad. According to the theory, career choices are influenced by one’s self-concept and life stages, with teachers who view working overseas as a chance for growth being more likely to pursue it. Conversely, those who felt less confident or lacked support systems faced greater obstacles. The result aligns with the Push-Pull Theory of Migration (Lee, 1966), which emphasizes how push factors, such as limited opportunities at home, and pull factors, like better working conditions abroad, influence migration decisions.

Figure 3 Simulacrum of the study

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

This study explored the lived experiences of Music, Arts, Physical Education, and Health (MAPEH) teachers, focusing on the threats and opportunities they perceive as Overseas Filipino Workers (OFWs). Using a phenomenological research design, the study examined the factors influencing their decision to work abroad, including challenges faced in the Philippines and perceived opportunities overseas. The research utilized semi-structured interviews with MAPEH teachers currently working abroad, analyzing the data through thematic analysis to uncover key themes surrounding their motivations and career choices.

The findings revealed several key themes regarding the lived experiences of Filipino MAPEH teachers facing professional and personal threats in the Philippines. The four emerging themes were (1) Professional Challenges in the Philippine Setting, (2) Financial Strain and Low Salary, (3) Emotional and Psychological Impact, and (4) Push Factors Toward Working Abroad. Teachers shared diverse experiences, with many expressing frustration over inadequate professional support, financial instability, and the emotional toll of their work. In contrast, others viewed these challenges as driving forces pushing them to seek opportunities abroad.

The advantages experienced by Filipino MAPEH teachers in Thailand, compared to their experiences in the Philippines, were categorized into three emerging themes: (1) Improved Working Conditions, (2) Professional Growth and Development, and (3) Personal Gains & Broader Perspective. Teachers shared how they benefited from better work environments, greater opportunities for career advancement, and personal enrichment gained from experiencing diverse cultures and teaching methods.

Filipino MAPEH teachers in Thailand described the interplay between the threats they face in the Philippines and the opportunities they perceive abroad through four emerging themes: (1) Threats in the Philippines (Push Factor), (2) Opportunities in Thailand (Pull Factors), (3) Decision-Making, and (4) Risk Evaluation. These themes highlighted the factors influencing their decision to work overseas, including challenges in the Philippines, the potential benefits they saw in Thailand, and the decision-making processes and evaluations of risks involved.

Conclusions

The following conclusions are based on the synthesized emerging themes and the experiences of Filipino MAPEH teachers working in Thailand.

The decision to work abroad was largely influenced by the professional and personal challenges faced by teachers in the Philippines. These included professional challenges, financial strain, low salaries, and emotional and psychological impacts, which pushed teachers to seek opportunities overseas. Many teachers viewed these difficulties as driving forces for pursuing better prospects abroad.

In contrast, teaching in Thailand presented several advantages, including improved working conditions, professional growth and development opportunities, and personal enrichment gained from exposure to diverse cultures and teaching methods. These benefits acted as pull factors that made Thailand an attractive destination for Filipino teachers seeking better career opportunities.

The interplay between these push and pull factors significantly influenced their decision-making and risk-evaluation processes. Teachers carefully assessed the potential benefits and challenges of relocating abroad, considering both the opportunities in Thailand and the risks involved in leaving the Philippines.

In conclusion, while Filipino MAPEH teachers face numerous challenges in the Philippines, the advantages they experience abroad, particularly in Thailand, contribute significantly to their decision to seek opportunities overseas. This decision-making process is shaped by the desire for better working conditions, professional development, and personal growth, which ultimately outweigh the risks and uncertainties of migrating.

Recommendations

Based on the conclusions, the following recommendations are proposed:

1. The Department of Budget and Management (DBM) may allocate sufficient funds to increase teachers’ salaries and align compensation with the growing demands and responsibilities of the profession. It can help mitigate financial strain and reward teachers’ professional efforts fairly.
2. DepEd personnel may advocate for salary improvements, provide accessible professional development in digital literacy and pedagogy, support older teachers in adapting to technology, promote peer collaboration, and implement policies that prioritize teachers’ well-being.
3. School administrators may advocate for salary increases, offer flexible working hours or reduced teaching loads to prevent burnout, and provide school-based mental health programs for emotional support. They can also minimize non-teaching duties, allowing teachers to focus on lesson planning, student engagement, and overall performance.
4. Future researchers can examine the broader factors that affect teachers’ professional and personal well-being. Expanding studies beyond a specific region will help understand teachers’ challenges in different parts of the country and provide more insight into how salary, work conditions, and professional development impact teachers’ decisions. Longitudinal studies could also track the long-term effects of salary increases, work-life balance policies, and professional development initiatives on teacher retention, job satisfaction, and student outcomes.