Lived Experiences of Filipino Teachers: A Comparative Study of the Philippines and Thailand

Abstract

This study explores the lived experiences, challenges, and comparative insights of Filipino teachers working in two different contexts, the Philippines and Thailand. In this pure qualitative research utilizing comparative phenomenological design, data were gathered from teachers across both settings to understand how they experience teaching the learner-centered approach which are enacted within diverse cultural, linguistic, and institutional environments. Findings revealed that teachers in both contexts experienced a clear role shift from content deliverers to facilitators of learning, resulting in more interactive, participatory, and flexible classroom environments. However, teachers encountered significant challenges, including classroom management and noise during active learning, heavy time and preparation demands, limited instructional resources, language barriers, and diverse levels of student readiness.
Comparative perspective analysis showed that while both countries share strong policy support for learner-centered pedagogy implementation varies, as actual experienced by the participants. Thai schools were described as more resource-rich, enabling smoother facilitation of interactive lessons, whereas Philippine teachers often faced limited materials and larger class sizes, requiring adaptive, low-cost strategies. Cultural and linguistic factors also shaped classroom participation, particularly in Thailand where English proficiency posed barriers. The study recommended an enhanced cross-country adaptable action plan as support program to strengthening learner-centered pedagogy.