Phenomenological Study of Filipino Teacher's Daily Experience Working in Government Schools in North-Eastern (ESAN) Thailand
Year: 2024
Type: article
Abstract: The world over, bilingual education is acknowledged as a successful pedagogical strategy for language acquisition. Examining the lived experiences of Filipino instructors working in a bilingual and English program in Thailand was the aim of this phenomenological study. Semi-structured interviews were used in the study to gather data. Thirty-two Filipino teachers who taught English and other courses at government schools in the North Eastern Subregion (ESAN) participated in the study. The participants who had similar experiences teaching in bilingual and English program in ESAN's primary and secondary schools were chosen using the purposive sample technique. For the aim of the research, the interviews were transcribed, recorded, and arranged into different themes. The findings were grouped into five primary themes: (1) positive experience, (2) negative experience, (3) sources of employment information in Thailand, (4) solutions and (5) motivations. The findings showed that individuals working in the Bilingual and English Program held a variety of opinions, most of which had to do with the absence of systematic standards for evaluating students' performance, large class sizes, pay concerns, behavioral and attitude issues with Thai students, language barriers, issues with instructional materials, and issues with teaching pedagogies.
Authors: Arsenue, Jo-Ann, Espiritu, Melchor
Institution: Lipa City Colleges
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6930536494
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