EXPERIENCES OF FILIPINO TEACHERS IN THE GULF COOPERATION COUNCIL (GCC) COUNTRIES’ HIGHER EDUCATION INSTITUTIONS

Autors/ores

  • Cherubim S. Gilbang Gulf College, Muscat, Sultanate of Oman
  • Zarah Jane P. Manila Jesus J. Soriano National High School, Davao City, Philippines
  • Laura L. Quiachon Davao City Special School, Davao City, Philippines
  • Alex Nino L. Roble Jesus J. Soriano National High School, Davao City, Philippines
  • Cruza D. Sablas Quimayong Elementary School, Trento Agusan del Sur, Philippines
  • Edroslyn J. Fernandez City College of Davao, Davao City, Philippines

DOI:

https://doi.org/10.46827/ejes.v11i11.5626

Paraules clau:

GCC educational system, overseas Filipino teachers, teaching and learning, challenges, student engagement

Resum

This study explores the experiences of Filipino teachers working in higher education institutions within Gulf Cooperation Council (GCC) countries, focusing on the challenges they encounter and the teaching strategies they apply. In-depth interviews were done by researchers using qualitative methodologies. Criterion sampling is used to choose the participants for this study. The criteria are as follows: teachers should be teaching in a Gulf Cooperation Council (GCC) country; (2) they should have rendered at least 9-11 years of teaching experience to capture a wide range of perspectives in higher educational institutions in the GCC countries; and (3) Participants should be from the undergraduate programme. The researchers interviewed five participants from higher education institutions in one of the GCC countries for IDI, all of whom fell within Creswell's recommended ranges. The collected data was subjected to a thematic analysis while ethical guidelines were followed. The study results highlight that Filipino teachers in GCC higher education institutions face challenges and opportunities in adapting to the teaching and learning process. This includes the utilization of the spoon-feeding method, the direct teaching approach, and the application of the Socratic method. Teachers also reported dealing with minimal student engagement, having difficulty managing students, being passive students, having poor attendance, and having a language barrier. The study underscores the importance of tailored support systems to enhance the integration and effectiveness of foreign educators in GCC higher education. These insights contribute to a deeper understanding of the global mobility of educators and the evolving landscape of higher education in the GCC region.

 

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Biografies de l'autor/a

  • Cherubim S. Gilbang, Gulf College, Muscat, Sultanate of Oman

    Cherubim S. Gilbang is an English Language Lecturer at Gulf College, Sultanate of Oman and has cumulatively gained 27 years of teaching experience in the Philippines and the Sultanate of Oman. She holds a postgraduate degree of Master of Arts in Teaching English. Her recent collaborative research is in the field of English language teaching, and it is entitled “Error Analysis of Written Essays of Omani EFL Students” and was published by the European Journal of English Language Teaching. The same research endeavor received the “Outstanding Research” presentation award at the 5th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR) held at Shah Alam, Malaysia.

  • Zarah Jane P. Manila, Jesus J. Soriano National High School, Davao City, Philippines

    Zarah Jane P. Manila, with 11 years of experience as a Public School Teacher III at Jesus J. Soriano National High School in Davao City, Philippines, serves as a Filipino Subject Teacher, Adviser, and Pagbasa (Reading) Coordinator. She holds a Master of Education degree with a major in Filipino. She has published several articles on inclusive education, the MATATAG Curriculum, student readiness in the Filipino subject, and action research in the world education connect multidisciplinary e-publication.

  • Laura L. Quiachon, Davao City Special School, Davao City, Philippines

    Laura L. Quiachon is a licensed professional teacher and a Public Special Education Teacher II at Davao City Special School, handling grade six regular and mainstreamed learners. She holds a Master of Education major in Special Education Area 1 (Auditory Disability) and has published articles entitled “Joys and Pains: Lived Experiences of Special Education Teachers in Teaching Learners with Hearing Impairment”. Through her commitment to improving the academic performance of her mainstreamed learners, she continues to participate in action research workshops that help her improve classroom practices and enhance learning pedagogy that benefits the mainstreamed learners.

  • Alex Nino L. Roble, Jesus J. Soriano National High School, Davao City, Philippines

    Alex Niño L. Roble is a licensed professional teacher and Secondary School Teacher II at Jesus J. Soriano National High School, Davao City. A classroom teacher handling English classes in the Grade 9 and Grade 8 curriculum. He holds a Master of Arts in Education major in English Language Teaching (MAEd-ELT) and has completed a research study about the etymological skills of grade 10 students.

  • Cruza D. Sablas, Quimayong Elementary School, Trento Agusan del Sur, Philippines

    Cruza D. Sablas is a licensed professional teacher and Public School Teacher III at Quimayong Elementary School. A classroom adviser handling multigrade classes. She holds a Master of Education in Educational Administration and has published articles about the lived experiences of teachers in the full implementation of face-to-face classes.

  • Edroslyn J. Fernandez, City College of Davao, Davao City, Philippines

    Dr. Edroslyn J. Fernandez is an Associate Professor at the City College of Davao, Philippines. She has published in recognized peer-reviewed journals, with a focus on discourse analysis, research attitudes, and faculty development. She has also presented her work at international conferences, contributing significantly to the fields of education and research.

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Publicat

2024-10-17

Número

Vol. 11 Núm. 11 (2024)

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