Navigating Cultural and Pedagogical Challenges: The Lived Experiences of Filipino Science Teachers in Las Vegas Nevada

Abstract

This study explored the lived experiences of Filipino J-1 science teachers in adapting their instructional practices while teaching in U.S. middle schools. Specifically, it examined their lived experiences in navigating cultural and pedagogical challenges, derived the meanings and emergent themes from these experiences, and developed a culturally responsive teacher-support framework to facilitate their successful adaptation to culturally diverse educational environments. The study was anchored on Adaptive Cross-Cultural Pedagogy, Culturally Responsive Pedagogy, and the Intercultural Teacher Identity Development Theory.

A qualitative transcendental phenomenological research design was employed to capture the essence of the participants' lived experiences. Ten (10) purposively selected Filipino J-1 science teachers participated in semi-structured interviews that generated rich and in-depth narratives. Data were analyzed using Moustakas' transcendental phenomenological approach through horizontalization, the identification of significant statements, formulation of meanings, clustering of themes, textural and structural descriptions, and synthesis of the essence of the lived experience.

The findings revealed that Filipino J-1 science teachers experienced instructional adaptation as a transformative process involving cultural adjustment, pedagogical transition, technology integration, inclusive teaching, and professional identity development. Participants initially encountered uncertainty, unfamiliar classroom expectations, and cultural differences but gradually developed resilience, instructional flexibility, intercultural competence, and professional confidence. Six major themes emerged from the analysis: transition to a new educational environment; instructional adaptation and innovation; technology-enhanced instruction; cultural and communication adjustment; teaching in diverse learning environments; and professional growth and identity development.

Based on the findings, a Culturally Responsive Teacher-Support Framework was developed to strengthen cultural orientation and communication training, pedagogical support and professional development, technology integration, inclusive teaching and differentiated instruction, and mentoring and professional support for Filipino J-1 science teachers assigned to U.S. middle schools. The framework provides a comprehensive and evidence-based guide for supporting international teachers as they adapt to culturally diverse educational settings. Overall, the study concludes that instructional adaptation is a holistic and transformative process requiring cultural responsiveness, reflective practice, institutional support, and continuous professional learning to promote effective, equitable, and inclusive science education.