Quality of Life, Work Satisfaction and Difficulties of Filipino Teachers Teaching in the USA
Year: 2025
Type: article
Abstract: : Teachers' well-being and job satisfaction are key factors that shape the quality of education and drive long-term student success. This study aimed to assess the quality of life, work satisfaction, and difficulties faced by Filipino teachers teaching in the USA during the SY 2023-2024. Specifically, it sought to examine the respondents' profiles based on age, civil status, highest educational attainment, number of years teaching in the USA, and net monthly income. The study also explored the extent of their quality of life across physical safety, physical health, and working environment, as well as their level of work satisfaction in terms of job security, working conditions, appreciation from superiors and peers, and recreation and social interaction. A self-made questionnaire and a descriptive study design were used to gather data from 96 Filipino teachers who were employed in the five school districts in the United States. The study found that most Filipino teachers in the USA are older, married, and highly educated, earning over $3,200 monthly. They reported a high quality of life, job satisfaction, and significant difficulties, including cultural adjustment, language barriers, and navigating the American education system. Quality of life varied by educational attainment and teaching experience, while job satisfaction was influenced by civil status and educational background. Despite better opportunities and living conditions compared to their counterparts in the Philippines, difficulties like isolation, legal concerns, and diverse student needs persist. Recommendations include pursuing advanced degrees, cultural workshops, language training, support groups, and legal guidance to improve well-being. Keywords: Difficulties, Filipino Teachers, quality of life, work satisfaction
Authors: Paz, Lowie, Moyani Jr., Gregorio
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W6893205845
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