Abstract
The purpose of this study was to explore the professional and personal reintegration experiences of Filipino mathematics teachers upon returning to their home country after completing the J-1 Teacher Exchange Program in the United States. The research aimed to explore the challenges faced, adaptation strategies employed, and the broader implications of international teaching experiences on re-entry. Through in-depth interviews with former J-1 teachers, the study uncovered themes related to reverse culture shock, shifts in professional identity, career advancement and professional development, professional and interpersonal relationships, professional and cultural re-entry challenges, and the reintegration process and the policies adoption. Findings reveal that while participants gained valuable skills and global perspectives during their time abroad, many encountered difficulties in re-establishing their professional roles and navigating cultural readjustment. Nonetheless, their resilience, reflective practices, and commitment to educational excellence enabled them to adapt and continue making meaningful contributions in their local contexts. The study offers insights for policymakers, educational institutions, and returning educators in developing more supportive re-entry pathways and maximizing the benefits of global teaching experiences.
