Navigating Stress: Self-Care and Mental Well-Being among Filipino Teachers in the U.S.

Teacher well-being is a pressing concern, particularly for migrant educators such as Filipino teachers in the United States, who face challenges related to cultural adaptation, professional demands, and social isolation. This study employed a phenomenological research design, semi-structured interviews with 10 Filipino teachers in Massachusetts to investigate their self-care practices and mental well-being. Findings indicated that cultural values, particularly familialism and spirituality, significantly influenced self-care choices, with participants frequently engaging in family-oriented activities and religious practices. Nonetheless, professional pressures, including heavy workloads and institutional biases, intensified stress levels and hindered regular self-care routines. Community support, primarily accessed through Filipino cultural networks, emerged as a crucial coping strategy, offering emotional comfort and social reinforcement. This research underscores the significance of culturally responsive interventions, including peer mentorship programs and adaptable wellness initiatives, in addressing identified barriers and promoting teacher well-being. Integrating cultural identity into support structures within educational institutions can substantially improve both teacher retention and mental health outcomes. By examining the critical intersection between culture, self-care, and mental health among migrant educators, the study offers actionable insights that are valuable for informing educational policy and practice. The findings advocate for schools to prioritize culturally tailored wellness programs that better support diverse teaching populations. Further research is encouraged to expand understanding of self-care practices among migrant educators across various cultural contexts.