The Pandemic’s Repercussions: Tales of Filipino Teachers Working in American Schools Amidst Covid-19

This study explores the personal experiences of Filipino teachers who worked in the United States during the pandemic, shedding light on their challenges, coping strategies, and valuable insights. The focus is on six primary school teachers from Carlsbad, a quaint city in Eddy County, New Mexico. Using a phenomenological approach, the research aims to capture the heartfelt stories of these educators, who were thoughtfully chosen to represent their colleagues across various grade levels within the same district. To gain a deeper understanding of their lived experiences, virtual in-depth interviews were conducted. During these conversations, several important themes surfaced. The teachers discussed the process of "Learning through Technology," as well as the "Technological Stress" they encountered while transitioning to online teaching. They also expressed feelings of being "More Challenged Teachers," highlighting the unique obstacles they faced during this time. Among the specific challenges were problems such as "Intermittent Internet Connections," which disrupted their lessons, as well as feelings of "Lack of Physical Activity and Interactions" and "Language Barriers Online," all of which contributed to their difficulties. To navigate these challenges, the teachers relied on various coping mechanisms. They highlighted the importance of "Considering Professional Development" to strengthen their skills and "Valuing Resilience and Change Management" to weather these unprecedented times. The insights shared by these teachers underscored the importance of "Social Connectedness" and the vital role of adaptation for thriving in the educational landscape. The findings suggest that educational institutions employing Filipino teachers could enhance their experience by assigning seasoned mentors who can offer meaningful support. This guidance could come through training programs or mentoring relationships that encompass academic, technological, cultural, and institutional knowledge, ultimately fostering a more nurturing environment for foreign educators.