Lived Experiences of Filipino Teachers Teaching English as a Foreign Language to Offshore Learners

This study explored the lived experiences of Filipino teachers teaching English in offshore contexts, with a particular focus on their multicultural interactions, professional adaptation, and personal development. Anchored in a qualitative phenomenological design, the study sought to understand how teachers interpret and make sense of their experiences in foreign educational environments. Data were collected through in-depth interviews with five Filipino English language teachers working in Jakarta, Indonesia, selected through purposive sampling based on their teaching experience and relevance to the research objectives. Findings revealed that participants encountered a range of challenges, including language barriers, cultural differences, and classroom management complexities in multilingual settings. Despite these challenges, teachers demonstrated adaptive strategies such as contextualized instruction, cultural sensitivity, and flexible communication techniques to enhance student engagement and learning outcomes. The study also highlighted the critical role of cultural competence in fostering inclusive classroom environments and strengthening teacher–student relationships. Moreover, the findings indicated that teaching abroad contributed significantly to teachers’ personal and professional growth, particularly in terms of resilience, independence, and intercultural awareness. However, emotional and psychological challenges, such as homesickness and cultural adjustment, were also evident, underscoring the need for stronger institutional support systems. Overall, the study contributes to the growing body of literature on international teaching and intercultural education by providing nuanced insights into the complexities of offshore teaching. It further offers practical implications for enhancing teacher preparation, support mechanisms, and culturally responsive pedagogical practices in global education contexts.