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Published in
Academic Frontiers
Lived Experiences of Filipino English Language Teachers in Thailand
Academic Frontiers, 2(5), 386-394, ISSN: 3082-4400, 2026.
Recommended Citation:
Gastardo, F. M. D., & Agdana, F. M. L. (2026). Lived Experiences of Filipino English Language Teachers in Thailand. Academic Frontiers, 2(5), 386–394. https://doi.org/10.5281/zenodo.20484697
Author(s)
Gastardo, Fritzie Mae D., Agdana, Francis Mervin L.
Abstract
This study explored the lived experiences of Filipino English language teachers in Thailand in terms of curriculum, job satisfaction, well-being, and salary. It used a qualitative descriptive phenomenological design and gathered data through semi-structured interviews with eight Filipino English teachers currently working in Thailand. The findings revealed four major themes: curriculum adaptation and instructional adjustment, job satisfaction and professional fulfillment, well-being and coping mechanisms, and salary, compensation, and financial motivation. The study showed that the participants experienced challenges in adjusting to a new curriculum, managing workload, and dealing with cultural differences, but they also found professional satisfaction, personal growth, and meaningful cultural engagement. Their well-being was shaped by emotional and social adjustment, while coping strategies such as peer support and communication with family helped them manage stress. Salary also served as both a motivation and a concern, especially when it was viewed as insufficient for the workload. The study concluded that professional, emotional, and financial factors were closely connected in shaping the lived experiences of Filipino English teachers in Thailand. It recommended stronger institutional support, better workload management, and improved welfare programs to support teacher well-being and job satisfaction in international teaching settings.
Keywords
Teachers of Filipino English in Thailand, Lived experiences, Curriculum, Job satisfaction, Well-being, Salary, phenomenology
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