Cross-Cultural Experiences of Filipino Special Education Teachers in the USA

Education, Special Education

This study explored the cross-cultural experiences of Filipino Special Education (SpEd) teachers working in the United States, in response to their growing presence in international classrooms. Using a descriptive phenomenological approach, the research examined how these teachers adapt to professional, social, and cultural expectations; how they navigate cultural differences; and what cross-cultural framework emerged from their cross-cultural experiences. Data were collected through in-depth interviews with ten Filipino special education (SpEd) teachers and analyzed using Creswell’s thematic analysis method. Findings revealed that participants encountered challenges in language use, instructional practices, classroom management, and differing cultural norms. Adaptation required teachers to shift from traditional methods to student-centered approaches, manage individualized education plans (IEPs), and adjust to legal and institutional expectations. In navigating cultural differences, they employed strategies such as building relationships, showing cultural sensitivity, and seeking support from peers and professional networks. Over time, participants developed an intercultural teaching identity by blending Filipino values with foreign educational practices. Grounded in Kim’s Integrative Communication Theory and Cultural Fusion Theory, the study emphasizes cross-cultural adaptation as a dynamic, ongoing process that involves reflection, negotiation, and identity transformation. Thus, this study recommends engagement in professional development, participating in cultural immersion programs, and establishing policies that support the integration of international teachers.

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