PERTANIKA JOURNAL OF SOCIAL SCIENCES AND HUMANITIES

This paper describes the lived experiences of Filipino early childhood education (ECE) teachers in Singapore. It utilized the qualitative research method, particularly Husserlian phenomenology. Fourteen Filipino ECE teachers were involved in this study who were chosen through purposive sampling based on the inclusion criteria - bachelor’s degree graduates with specialization in ECE in any higher education institution in the Philippines and currently teaching in Singapore for at least two years. The researcher was regarded as the main instrument using the semi-structured interview. Colaizzi’s method of data analysis was used to interpret the transcriptions. The analysis of the interview captured the experiences of the Filipino ECE teachers in Singapore and revealed the five overarching themes: Teaching abroad as life’s turning point—Decision; Rigors of working abroad—Realities; Optimistic regard for adverse experiences—Conviction; Necessities for a successful pursuit—Fundamentals; and the desire to Echo the overseas journey upon return—Impact. These constitute the voice of ECE teachers in Singapore as they teach overseas. It can be construed that the Filipino ECE teachers’ experiences in a foreign country, no matter the adversities, have resulted in favorable outcomes and valuable life encounters that developed their professional, personal, and economic facets of life. This study provides the frame of reference for teachers who wish to venture overseas teaching on the circumstances they might encounter, whether on the personal or professional level. It also sheds light on the education department’s efforts to strengthen the current educational system and internationalize ECE programs at higher education institutions in the Philippines.

• Altun, M. (2015). The role of working abroad as a teacher in professional development. International Journal of Academic Research in Progressive Education and Development, 4(4), 102-103. http://dx.doi.org/10.6007/IJARPED/v4-i4/1937

• Bryan. (2020). Is teaching English abroad the right move for me? Budget Your Trip. https://www.budgetyourtrip.com/blog/2020/01/is-teaching-english-abroad-the-right-move-for-me/.

• Chacko, J. B., & Lin, M. (2015). Teacher preparation for the global stage: International student teaching. Forum for International Research in Education, 2(1), 41-56. https://doi.org/10.18275/fire201502021038

• Clemens, J. E. (2014). Studying abroad: An opportunity for growth in spirituality [Ph.D. Dissertations]. Bowling Green State University. https://scholarworks.bgsu.edu/he_diss/60

• Colaizzi, P. F. (1978). Psychological research as the phenomenologist views it. In R. Valle & M. King (Eds.), Existential phenomenological alternatives in psychology (pp. 48-71). Oxford University Press.

• Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.

• DeVillar, R., & Jiang, B. (2012). From student teaching abroad to teaching in the U.S. classroom: Effects of global experiences on local instructional practice. Teacher Education Quarterly, 39(3), 7-24.

• Dunn, A. H. (2011). Global village versus culture shock: The recruitment and preparation of foreign teachers for U.S. urban schools. Urban Education, 46(6) 1-32. https://doi.org/10.1177/0042085911413152

• Elangovan, N. (2020, November 2). Over 1,900 openings available in early childhood sector, with majority for PMETs: MOM. Today Online. https://www.todayonline.com/singapore/over-1900-openings-available-early-childhood-sector-majority-pmets-mom

• Frederiksen, C. P. (2014). Filipino EFL teachers working abroad: Some benefits and downsides for English teachers working abroad [Unpublished Master’s thesis]. Malmö University.

• Garcia, F. D. (2018). Intercultural teaching experiences of a selected group of Filipino pre-service teachers in an overseas practicum immersion. In Proceedings of the International Conference on Education (Vol. 4, No. 1, pp. 133-140). TIIKM Publishing. https://doi.org/10.17501/icedu.2018.4115

• Goy, P. (2017, April 24). Growing demand for courses in early childhood education. The Straits Times. https://www.straitstimes.com/singapore/education/growing-demand-for-courses-in-early-childhood-education

• Gül, H., & Gökçe, A. T. (2020). Challenges and advantages of working abroad: Turkish and Turkish culture teachers’ perspective. Psycho-Educational Research Reviews, 9(1), 33-47.

• Guvendir, E. (2017). Beginning English teachers and their problems. Journal of Dumlupınar University Social Sciences, 51, 71-94.

• Halicioglu, M. L. (2015). Challenges facing teachers new to working in schools overseas. Journal of Research in International Education, 14(3), 242-257. https://doi.org/10.1177/1475240915611508

• Hauerwas, L. B., Skawinski, S. F., & Ryan, L. B. (2017). The longitudinal impact of teaching abroad: An analysis of intercultural development. Teaching and Teacher Education, 67, 202-213. https://doi.org/10.1016/j.tate.2017.06.009

• Hultquist, N. E. (2007). From sojourners to global educators: Teachers and the international immersion experience (Publication No. AAT 3264305) [Ph.D. dissertation]. Capella University.

• Kabilan, M. K. (2013). A phenomenological study of an international teaching practicum: Pre-service teachers’ experiences of professional development. Teaching and Teacher Education, 36, 198-209. https://doi.org/10.1016/j.tate.2013.07.013

• Karuppiah, N. (2021). Enhancing the quality of teacher-child interactions in Singapore pre-school classrooms. Journal of Childhood, Education & Society, 2(1), 58-68. https://doi.org/10.37291/2717638X.20212187

• Koh, K. H., Tan, C., & Ng, P. T. (2012). Creating thinking schools through authentic assessment: The case in Singapore. Educational Assessment, Evaluation and Accountability, 24(2), 135-149.

• Laverty, S. (2003). Hermeneutic phenomenology and phenomenology: A comparison of historical and methodological considerations. International Journal of Qualitative Methods, 2(3), 25-26. https://doi.org/10.1177/160940690300200303

• Medved, D., Franco, A., Gao, X., & Yang, F. (2013). Challenges in teaching international students: Group separation, language barriers, and culture differences. Genombrottet, Lunds Tekniska Högskola.

• Modesto, O. P. (2020). A phenomenological study of Filipino immigrant teachers in South Texas. The Qualitative Report, 25(8), 3149-3162. https://doi.org/10.46743/2160-3715/2020.4225

• National Association for the Education of Young Children. (2015). Why teacher quality matters and how we can improve it. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/our-work/public-policy-advocacy/Workforce%20Handout%203%204%2015.pdf

• Organization for Economic Cooperation and Development. (2019). Providing quality early childhood education and care: Results from the Starting Strong Survey 2018. OECD Publishing. https://doi.org/10.1787/301005d1-en

• Online English Teaching Jobs. (n.d.). The ultimate guide to teaching English abroad jobs. https://oetjobs.com/the-ultimate-guide-to-teaching-english-abroad-jobs/

• Ozdemir, M., Civelek, S., Cetin, Y. E., Karapınar, N., & Ozel, D. (2015). Educational and social problems encountered by teachers. Dicle University Journal of Ziya Gökalp Education Faculty, 26, 163-181.

• Philippine Overseas Employment Administration. (2016). Overseas employment statistics: Deployed OFW teachers by destination by gender - New hires. https://www.poea.gov.ph/ofwstat/teachers/2016%20teachers.pdf

• Philippine Overseas Employment Administration. (2017). Overseas employment statistics: deployed OFW teachers by destination by gender - New hires. https://www.poea.gov.ph/ofwstat/teachers/2017%20teachers.pdf

• Philippine Statistics Authority. (2020). Total number of OFWs estimated at 2.2 million. https://psa.gov.ph/statistics/survey/labor-and-employment/survey-overseas-filipinos.

• Reyes, J., Sangcopan, H., Dado, N., Flores, K., Diokno, J., Lu, M., Yap, L., Hermoso, J., & Ison, M. (2020). From exposition to adaptation: The lived experience of Filipino educators working in an international school setting, a phenomenology. International Journal of Innovative Science and Research Technology, 5(12), 143-166. https://doi.org/10.31219/osf.io/w9rm3

• Serin, H. (2017). The effects of teaching abroad on personal and professional development. International Journal of Social Sciences & Educational Studies, 4(1), 110-114. https://doi.org/10.23918/ijsses.v4i1p110

• Sharma, R. (2012). Teachers on the move: International migration of school teachers from India. Journal of Studies in International Education, 17(3) 262-283. http://dx.doi.org/10.1177/1028315311433206

• Shiveley, J., & Misco, T. (2015). Long-term impacts of short-term study abroad: Teacher perceptions of preservice study abroad experiences. Frontiers: The Interdisciplinary Journal of Study Abroad, 26, 107-120. https://doi.org/10.36366/frontiers.v26i1.361

• Singapore Department of Statistics. (2016). Yearbook of statistics Singapore 2016. http://www.singstat.gov.sg/docs/default-source/default-document library/publications/publications_and_papers/reference/yearbook_2016/yos2016.pdf

• Sumalinog, G. G. (2020). English Language teachers in diaspora: A Heideggerian phenomenology. International Journal of Learning, Teaching and Educational Research, 19(11), 283-295. https://doi.org/10.26803/ijlter.19.11.16

• Tan, C. T. (2017). Enhancing the quality of kindergarten education in Singapore: Policies and strategies in the 21st century. International Journal of Child Care and Education Policy, 11(1), 1-22. https://doi.org/10.1186/s40723-017-0033-y

• United Nations Educational, Scientific and Cultural Organization. (2018). World teachers’ day: Quality education requires well-trained teachers. https://en.unesco.org/news/world-teachers-day-quality-education-requires-well-trained-teachers

• Utumapu-McBride, T. (2013). Love of teaching: Reflections of what it means to be an effective Pasifika ECE Lecturer. Auckland University of Technology (AUT). http://www.nzare.org.nz/pasifika/2013-CPE-Biennial-Conference-Programme.pdf

• Uytico, B. J., & Abadiano, M. N. (2020). Teachers’ tales: In-depth exploration on experiences of millennial Filipino teachers abroad. Journal of Critical Reviews, 7(17), 1952-1960.

• WhatALife. (2020). A quick overview of Filipinos teaching abroad. https://www.whatalife.ph/a-quick-overview-of-filipino-teaching-abroad/.

• Xu, M. A., & Storr, G. B. (2012). Learning the concept of researcher as instrument in qualitative research. Qualitative Report, 17(21), 1-18. https://doi.org/10.46743/2160-3715/2012.1768

• Yang, W., Peh, J., & Ng, S. C. (2021). Early childhood teacher research and social-emotional learning: Implications for the development of culturally sensitive curriculum in Singapore. Policy Futures in Education, 19(2), 197-215. https://doi.org/10.1177/1478210320983499

• Zayed, N. (2018). Teaching in abroad: A cross-cultural experience. Journal of Tourism and Hospitality, 7(4), 371. http://dx.doi.org/10.4172/2167-0269.1000371

• Zulkifli, M. (2010). FY 2010 Committee of supply debate: 4th reply by Senior Parliamentary Secretary Mr Masagos Zulkifli on enhancing opportunities for all. Ministry of Education. http://www.moe.gov.sg/media/speeches/2010/03/10/fy-2010-committee-of-supply-de-3.php