Lived Experiences of Cross-Cultural Role Transitions: Filipino School Leaders in U.S. Classrooms as a Basis for a Framework Model for Teachers

The study examined and described the lived experiences of individuals transitioning from administrative roles in the Philippines to teaching roles in U.S. classrooms. It aimed to explore the challenges participants encountered during the transition, including cultural, professional, and personal struggles. The study used semi-structured interviews with 10 former school leaders and employed a qualitative content analysis as the research design. The data collected were analyzed, revealing that cultural adjustment, professional adaptation, and emotional struggles were the initial challenges, driven by limited exposure and unfamiliarity with the system and culture. However, institutional support and community networks helped former school leaders develop resilience through faith, reflection, and connection-building. Based on the findings, the L.E.A.D.S. transition framework model was developed, which comprises leading by teaching, enculturating through orientations, advancing instructional skills, developing resilience, and strengthening networks. The goal of the framework is to help former school leaders renew purpose, regain professional confidence, and maintain emotional stability. Also, it serves as a practical contribution to improving transition experiences and outcomes for internationally transitioning educators.