Comparative Analysis of Workload and Teaching Outcomes of Filipino English Teachers in Thailand and Lithuania: Insights for Educational Policy and Practice

This qualitative study examined the workload and teaching outcomes of Filipino English teachers working in Thailand and Lithuania, with the aim of generating policy-relevant insights for educational practice in international teaching contexts. Using a qualitative comparative design, data were gathered from ten purposively selected Filipino English teachers—five from each host country—through semi-structured interviews and narrative accounts. Thematic analysis was employed to explore teachers’ descriptions of workload components, the meanings they attributed to their experiences, and the perceived effects of workload on instructional quality, student engagement, assessment practices, and classroom effectiveness. Findings revealed that teachers in both contexts experienced workloads extending beyond instructional duties, including administrative tasks, extracurricular responsibilities, and non-teaching assignments. While workload was generally perceived as manageable, participants described periods of heightened demand that affected lesson preparation, assessment depth, and individualized student support. Teachers attributed their workload experiences to institutional policies, leadership practices, and cultural expectations, with notable differences between the more structured and policy-driven workload environment in Lithuania and the more flexible but task-intensive context in Thailand. Despite these challenges, teachers demonstrated adaptive coping strategies, professional resilience, and sustained motivation, supported by collegial relationships and a strong sense of purpose. However, excessive non-teaching demands were linked to stress, work–life imbalance, and concerns about long-term professional well-being. The study concludes that workload management, institutional support, and culturally responsive leadership play critical roles in sustaining teaching effectiveness and teacher well-being among migrant educators. The findings offer actionable insights for policymakers, school leaders, and teacher education institutions in both host and sending countries to strengthen support systems, align workload with teaching goals, and promote quality education in international settings.