The Narratives of J-1 Cultural Exchange Teacher Alumni

Abstract

This narrative inquiry study explored the experiences of Filipino J-1 Cultural Exchange Teacher Alumni (J-1 CETA) from Bacolod City, Philippines, who taught in Arizona, USA, and are presently in the Philippines in compliance with 212 (e) Two-Year Home Residency Requirement. The study, which was based on Social Constructivist Theory, sought to comprehend how these teachers dealt with the difficulties of teaching overseas, cultural adjustment, emotional difficulties, and professional development.  Using narrative inquiry, data were gathered through in-depth semi-structured interviews with six participants, followed by rigorous thematic analysis guided by Creswell’s framework. Key findings revealed significant professional shifts as teachers adjusted their instructional methods from traditional, teacher-centered approaches to culturally responsive, student-led pedagogies suited to American classrooms. Participants also experienced emotional difficulties like homesickness, loneliness, and identity reconstruction in addition to cultural dissonance; nevertheless, they also developed resilience via shared Filipino values and community solidarity.The study dispelled misunderstandings about program policies, particularly those related to visas, and underlined the importance of ongoing support and unambiguous orientation. Participants said the J-1 program changed their lives by encouraging personal and professional growth and a sense of cultural ambassadorship.  This study recommends greater pre-departure training, emotional support, cultural competency development, and mentorship to help future J-1 teachers be more prepared and sustained.  The findings have significant implications for educators, policymakers, and advocates of global education to improve cross-cultural teaching experiences and outcomes.