Filipino Preschool Teachers in Singapore: Their Motivations and Gains

Abstract

This study explored the motivations, gains, challenges, coping strategies, and plans of Filipino preschool teachers employed in Singapore. Using a descriptive phenomenological design anchored in the Husserlian approach and Colaizzi’s method of analysis, the study involved 10 Filipino preschool teachers selected through purposive and convenience sampling. A questionnaire-checklist gathered demographic and professional profile data, while a structured interview guide generated qualitative accounts of their lived experiences. Profile results showed that most participants were young adults aged 27 to 31, all were female, most were single, most held bachelor’s degrees, and most specialized in early childhood education. Thematic analysis generated four major themes: Why Do I Teach in Singapore, Teaching in Singapore: A Gainful Experience, Is It Easy to Teach in Singapore, and Plans for the Future. The dominant personal motivations were financial stability and cultural immersion, while professional motivations included career growth and learning new skills and strategies. Personal gains centered on enhanced socio-emotional well-being, including adaptability, resilience, independence, and determination, while professional gains included stronger classroom management and broader pedagogical competence. The main challenges were cultural differences, language barriers, discrimination, heavy workload, homesickness, high parental expectations, and limited teaching supplies. Participants coped through resilience, flexibility, adaptability, determination, routine adjustment, and family connection. Most participants planned to continue teaching in Singapore because of professional support, financial stability, and established relationships. Overall, the findings show that overseas preschool teaching offers substantial personal and professional development while requiring sustained cultural, emotional, and workplace adjustment. The study recommends strengthened pre-departure preparation, mentorship, mental health support, peer-support networks, and improved teacher compensation in the Philippines.