Between Identity and Adaptation: The Lived Experiences of Filipino Teachers in Taif City, Saudi Arabia

This hermeneutic phenomenological study explored the socio-cultural and professional adaptation experiences of Filipino teachers working in an international school in Taif City, Kingdom of Saudi Arabia. Eleven licensed Filipino teachers with at least two academic years of full-time teaching experience in Taif participated in semi-structured interviews. The data were analyzed thematically following Braun and Clarke’s approach. Findings indicate that teachers experienced adaptation as an ongoing process involving cultural adjustment, identity negotiation, changes in pedagogical practices, and personal and professional growth. Participants described challenges related to unfamiliar social norms, language and communication, classroom management, family separation, and perceived discrimination and inequities, while peer support, acceptance, physical activity, and professional engagement served as important coping resources. Institutional support was experienced unevenly, particularly in relation to orientation, professional development, teacher participation in decision-making, and administrative assistance. Despite these challenges, participants reported increased patience, flexibility, resilience, cultural awareness, and confidence in adapting to diverse educational contexts. The findings suggest that supporting expatriate teachers requires context-responsive orientation, equitable professional development opportunities, and supportive school environments. Researcher reflexivity and member checking were incorporated to strengthen the credibility of the study.