MIGRATION EXPERIENCES OF FILIPINO TEACHERS IN NATIVE AMERICAN RESERVATION SCHOOLS

Abstract

This study explores the experiences of Filipino teachers who relocated to the USA to teach in Native American Reservation Schools. It delves into their pre-migration lives, motivations for moving, their experiences in these schools, and the adaptation process, shedding light on both the positives and challenges that arose from their migration. Using descriptive phenomenological design, this study found that Filipino teachers migrated to a Native American Reservation School in the USA seeking personal growth, economic improvement, and cultural exchange while leaving behind financial struggles and bureaucratic frustrations. Upon arrival, they experienced happiness and challenges, including language barriers, adapting to new teaching methods, and homesickness. They overcame these through language immersion and professional development. Migration offered benefits like improved finances and personal growth but also brought disadvantages such as family separation and limited social opportunities. In conclusion, the study illustrates the interplay of push and pull factors that motivated these teachers to migrate and highlights their resilience and adaptability in navigating these complex forces.

Keywords:  migration experiences, Native American Reservation Schools, motivations, challenges