Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 35 no. 8 (2025)

Navigating Challenges: Education Management Strategies of Filipino Foreign Teachers in Taiwan Classrooms

Hua-jane Merry Lao | Melchor Espiritu

Discipline: Education

 

Abstract:

With the globalization of education, Filipino teachers became integral to international classrooms, particularly in Taiwan. This study explored the challenges and management strategies of Filipino foreign teachers in Taiwan using a qualitative phenomenological approach (Ladson-Billings, 2021). It examined how they navigated cultural, linguistic, and institutional differences while maintaining effective classroom management. The study involved 10 Filipino teachers with two or more years of teaching experience in Taiwan. Participants were recruited through professional networks, and structured interviews were conducted in person or online (Creswell & Poth, 2018). Data were thematically analyzed to identify key patterns and best practices in educational management (Braun & Clarke, 2022). Findings highlighted common challenges such as cultural adaptation, language barriers, and differing educational policies (UNESCO, 2023). Teachers employed various strategies, including culturally responsive teaching methods, differentiated instruction, and collaboration with local educators, to overcome these obstacles and enhance classroom effectiveness (Gay, 2018). Additionally, the study underscored the need for institutional support through mentorship programs, language training, and professional development initiatives. The results provide valuable insights for educators, policymakers, and institutions on improving support systems for foreign Filipino teachers. By addressing these challenges and fostering an inclusive educational environment, schools can enhance the teaching experience of foreign educators and improve learning outcomes for students in multicultural settings. Future research could further explore the long-term impact of cultural adaptation strategies on teaching efficacy and student performance.



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