Abstract
This study explored the lived experiences of Filipino special education (SPED) teachers in the USA, focusing on how they navigate cultural differences. Utilizing a qualitative phenomenological research design, the study engaged 15 participants in in-depth interviews to gather nuanced insights into their experiences. Data analysis followed Braun and Clarke's (2006) thematic analysis method, involving systematic clustering, coding, and examination of responses to unearth key themes. The findings illuminated that these Filipino SPED teachers primarily grapple with differences in educational philosophy and practices, communication styles, and interpersonal dynamics. These aspects profoundly influence their teaching methods, shaping classroom communication, interaction styles, pedagogical approaches, and curriculum adaptation strategies. The study also highlighted the various challenges these educators face, including adapting to new cultural and language norms, adjusting teaching methodologies, and managing emotional and social transitions. In addressing these challenges, the study uncovered the coping strategies these teachers employ. Feedback from school administrators and peers shed light on how Filipino teachers are integrated and accepted within the school community. Their pedagogical contributions and expertise, particularly in handling cultural sensitivity and inclusivity challenges, were also noted. Significantly, the study revealed diverse understandings, experiences, and challenges among Filipino SPED teachers, offering a deeper perspective on the cultural variances between the Philippines and the USA. This research contributes to the broader teaching-learning discourse by elucidating the intricate nature of cultural differences and their impact on educational practices.
