Lived Experiences of Filipino Teachers in Taiwan

Abstract

This study used a qualitative phenomenological research design to explore the lived experiences of Filipino teachers in Taiwan. Specifically, it focused on five major themes: challenges encountered, coping mechanisms, resilience, insights gained, and recommended support programs. The study involved 15 Filipino teachers assigned to Taichung City under the Teach Taiwan program. The study covered the experiences of Filipino teachers during the school years 2024–2026. The participants were selected through purposive sampling. Data were gathered through individually conducted semi-structured interviews via Google Meet. The collected data were analyzed using reflexive thematic analysis. The findings revealed that Filipino teachers in Taiwan encountered challenges both at work and outside work. The most encountered challenge was the language barrier. Other challenges encountered included adjusting to the work culture, student proficiency gaps, co-teaching concerns, daily communication difficulties, homesickness, and adjusting to essential services and social life. To cope with these challenges, Filipino teachers used social support, self-regulation, self-care, and healthy routines. Their resilience was strengthened by family motivation, financial goals, opportunities, and future aspirations. The study further showed that their experiences contributed to adaptability, independence, cultural understanding, patience, and professional growth. Based on the findings, the study concluded that Filipino teachers in Taiwan need comprehensive support, including language assistance, mental health support, stronger community networks, and cultural orientation programs, to enhance their well-being, adjustment, and teaching performance.