ABSTRACT
The study aimed to determine the plight of the teachers who opted to work overseas. Specifically, the study sought to answer questions such as the key driving factors that lead teachers to consider relocating to foreign countries for employment; the personal and professional goals that the teachers want to achieve by working overseas; how teachers deal with professional transitions like adopting to new teaching approaches and cultural contexts; the challenges encountered by the teachers from the moment they leave their work from their home country until their current set-up; and the recommendations for possible research topics and or agenda for future researchers. The qualitative research design was used. Fifteen participants were included in the study, and snowballs were utilized to find the other teachers teaching overseas. Thematic analysis was employed to identify common patterns and themes.
Keywords: plight, teachers, overseas, phenomenological study
INTRODUCTION
Today, an increasing number of educators are pursuing careers abroad, impacting educational institutions, the global workforce, and their own lives. Understanding why teachers migrate, their challenges, and professional transitions is crucial for policymakers and educational institutions.
Professionals, including educators, are moving globally due to social, economic, and political factors (Kerr et al., 2016). Teachers often seek overseas opportunities for personal growth, cultural immersion, and better career prospects, driven by economic incentives like higher salaries (Smith et al., 2020). Social motivations, such as cultural exchange, also play a significant role (Johnson and Lee, 2019).
Migrating teachers face challenges like adapting to new educational contexts, language barriers, and establishing support networks (Martinez and Ramirez, 2021). Transitioning to a new educational environment requires planning and support, including navigating unfamiliar teaching methodologies (Garcia et al., 2019).
This study aims to explore these dynamics, investigating motivations, challenges, and transitions of migrating educators. It seeks to inform effective educational policies and support systems for teachers in an interconnected world. Understanding why teachers prefer to work abroad and addressing their challenges is crucial for policymakers aiming to create supportive environments for educators globally.
Review of Literature and Studies
This literature review explores the motivations, challenges, and professional transitions of teachers migrating abroad. Reports highlight significant trends, such as the recruitment of Filipino teachers under special visas in the US, driven by economic opportunities and dissatisfaction with local teaching conditions (ABS-CBN News, 2023; Manila Bulletin, 2024). Studies underscore financial incentives, professional growth, and cultural exchange as primary motivators for migration (Partlow, 2023; Santos, 2023; Mendoza, 2022).
Challenges include adapting to new educational systems, language barriers, and the impact on teaching quality in home countries (Levin, 2017; Guballa, 2023). Research suggests that while migration offers personal and professional benefits, it also poses social integration challenges and affects teacher identity (Wilson, 2015; Celik & Yildiz, 2017).
Overall, this review aims to inform policy and support systems that enhance teacher retention and educational quality amid global mobility trends (UNESCO, 2019; OECD, 2021). Understanding these dynamics is crucial for developing effective strategies that address the needs of migrating teachers and improve global educational outcomes.
Framework
The study uses Everett S. Lee's push-pull theory of migration to explore how economic hardships, political instability (push factors), and better job prospects, improved living conditions (pull factors), and intervening obstacles shape migration patterns. It focuses on teacher migration's impact on professional transitions, curriculum changes, brain drain effects on home countries' education systems, and support mechanisms like legislative support and professional networks. The research investigates factors influencing teachers' decisions to stay in host countries permanently, return home, or relocate, emphasizing cultural factors and demographic characteristics.
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