Challenges of Filipino Special Education Teachers in the United States
DOI:
https://doi.org/10.64612/ijiv.v2i3.93Keywords:
Filipino special education teachers, United States public schools, instructional challenges, systemic barriers, cultural adaptation, teacher experiences, inclusive educationAbstract
This study explored the experiences of Filipino special education teachers working in U.S. public schools, focusing on how they navigate the instructional, organizational, and cultural demands of their roles. Using a qualitative descriptive design, the research gathered data through semi‑structured interviews and focus group discussions with ten purposively selected participants, and the analysis followed Braun and Clarke’s six‑phase thematic approach to ensure systematic interpretation. Findings revealed five central themes: the need to balance individualized instruction with standards‑based curricular expectations; the heavy data, documentation, and coordination requirements that limit instructional time; persistent classroom and behavioral management challenges arising from diverse and intensive student needs; systemic and organizational barriers such as staffing shortages, scheduling conflicts, and limited administrative or general education support; and the cultural and linguistic adjustments required as teachers adapt to new communication norms and school environments. Overall, the study highlights the strong commitment and adaptability of Filipino special educators while underscoring how their effectiveness is shaped by structural conditions and the availability of sustained support. These insights point to the importance of strengthening systemic supports, collaborative structures, and culturally responsive professional development to enhance instructional quality and improve outcomes for students with disabilities.
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Copyright (c) 2026 William S. Augusto Jr. , Noremay B. Perez , Jeromil O. Enoc
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