Date

7-22-2025

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Patricia Ferrin

Keywords

Filipino educators teaching in Japan, English-speaking international schools, Filipino educators

Disciplines

Education

Abstract

The purpose of this qualitative transcendental phenomenology study was to examine the job motivation of Filipino educators in English-speaking international schools in Japan. Filipinos represent the third largest group among nationalities seeking employment overseas. This study was guided by Deci and Ryan’s self-determination theory, which focuses on motivation and three basic human psychological needs for optimum well-being: autonomy, competence, and relatedness. The qualitative transcendental phenomenological approach was used to gather information from participants about their motivation while teaching at English-speaking international schools in Japan. The central research question addressed was, “How do Filipino teachers in English-speaking international schools in Japan describe their lived experiences of teaching motivation and need satisfaction?” The sub-questions pertained to their experiences in these schools with regard to autonomy in teaching, social interactions, and teaching competence. The participants were 11Filipino teachers who had taught in such schools. Data were collected using an open-ended semi-structured interview questionnaire, journal responses to six prompt questions, and a focus-group meeting. The collected data were analyzed by identifying common themes and reviewing the participants’ interview responses, observations and notes from the focus group meeting, and journal responses. The results show that many of the Filipino educators developed new teaching methods, enhanced their English skills, and possessed the professionalism and qualifications required to teach in any international school in Japan.

Download

Included in

Education Commons

Share

COinS