Teaching Abroad: Adaptation and Professional Transition of J-1 Filipino Physical Education Teachers

Abstract

This study examined the adaptation and professional transition experiences of J-1 Filipino Physical Education teachers teaching in Arizona. It focused on how the participants described their adjustment to U.S. school culture, instructional practices, communication norms, professional roles, and the challenges they encountered while teaching Physical Education in a foreign educational setting. The study employed a phenomenological qualitative research design using semi-structured interviews with eight Filipino Physical Education teachers under the J-1 Exchange Visitor Program. Data were analyzed through coding, formulation of meanings, and thematic analysis to identify recurring patterns across participants’ narratives. Findings revealed that the teachers experienced adaptation as a demanding process shaped by culture shock, communication recalibration, student behavior, curriculum differences, and expanded professional responsibilities. Four emergent themes were identified: negotiating cultural and communicative adaptation in U.S. schools; reconstructing Physical Education pedagogy for a student-centered and resource-mediated context; expanding professional identity through reflective learning and community engagement; and sustaining teaching practice amid behavioral, emotional, and systemic challenges. The findings showed that successful transition required readiness, flexibility, peer and administrative support, reflective practice, and PE-specific professional preparation. As a practical output, the study proposed the PE-ADAPT Support Framework for J-1 Filipino Physical Education Teachers to guide orientation, mentoring, pedagogical adjustment, behavior management, support systems, and professional growth. The study contributes to a deeper understanding of how Filipino PE teachers navigate international teaching and sustain professional practice in U.S. schools.