Beginning Teachers’ Experiences in the New Learning Environment Abroad

This descriptive qualitative study explored the classroom management experiences of six beginning Filipino teachers deployed under the J-1 cultural exchange program in Richland School District 2, South Carolina, United States. The study revealed five major themes in how beginning teachers describe their teaching experiences in a new learning environment: difficulty in managing diverse student behaviors, empowerment through internal educational support, adaptation to diverse learning cultures and teaching practices, overwhelming institutional support structures, and fulfillment in a structured, collaborative work environment. Teachers initially faced cultural dissonance, unfamiliar student behaviors, and pedagogical transitions. However, they demonstrated growth in adaptability, instructional planning, and emotional resilience. Two additional themes for how these experiences contribute to their professional growth, professional fulfillment, and personal growth highlighted their development of cultural competence, inclusivity, optimism, and ethical commitment. The study underscores the importance of support systems, including mentorship, professional development, and responsive leadership, in enabling international teachers to thrive. An intervention advocacy document is proposed to guide leaders in establishing support frameworks for new Filipino teachers entering the field.