Unheard Voices of Filipino Immigrant Teachers in the United States
Date of Award
5-5-2024
Degree Name
Ed.D. in Leadership for Organizations
Department
Department of Educational Administration
Advisor/Chair
Ricardo Garcia
Abstract
The United States still faces difficulties with its teacher shortage and consistently depends on international educators for assistance. The Philippines played a vital role in providing American educators. Regrettably, this method resulted in unexpected problems. Unfamiliarity with American society hindered Filipino immigrant teachers. As a result of this lack of knowledge, further problems emerged. There is a lack of resources to support immigrant teachers in the U.S. classrooms, issues with credentialing, misconceptions about how immigrant teachers' teaching methods affect student achievements, and recommendations for policies that could assist Filipino immigrant teachers. These issues demonstrate that U.S. school systems are not adequately prepared to assist Filipino immigrant teachers in enhancing their cultural competence and developing their teaching skills to fit into U.S. schools’ systems and American society. This study's results were highly significant for improving the onboarding and support systems for immigrant teachers within the U.S. educational system. Denzin's concept of interpretive interactionism focuses on highlighting the many interpretations of personal experiences. This methodology is well-suited for the study as it emphasizes on individuals' subjective experiences, meanings, and interpretations within their social environments. The study revealed that Filipino immigrant teachers underwent culture shock. The research discovered that U.S. schools were not adequately prepared for immigrants, leading to difficulties faced by Filipino immigrant teachers. Cultivating cultural knowledge can enhance communication, promote inclusivity, and support diversity in educational institutions. Utilizing a critical pedagogy framework can stimulate additional scholarly inquiries. By acknowledging and appreciating the viewpoints of Filipino immigrant teachers, who have not received much recognition for their achievements, substantial progress is being made in creating a more inclusive and fairer educational environment.
Keywords
Filipino Immigrant Teachers, Immigrant Teachers in the United States, Filipino Teachers in America, Phenomenology of Filipino Teachers, Immigrant Teachers
Rights Statement
Copyright 2024, author
Recommended Citation
Rosales, Raymund, "Unheard Voices of Filipino Immigrant Teachers in the United States" (2024). Graduate Theses and Dissertations. 7635.
https://ecommons.udayton.edu/graduate_theses/7635
