Exploring the Professional Identity and Workplace Challenges of Migrant Filipino Teachers in Thailand: Basis for a Proposed Support Program

This study examined the professional identity and workplace challenges of migrant Filipino teachers in the Central Region of Thailand to inform the development of a responsive support program. Using a quantitative descriptive-correlational research design, data were collected from 155 migrant Filipino teachers employed in public, private, bilingual, and international schools in Bangkok, Nonthaburi, Pathum Thani, and Samut Prakan via a researcher-developed survey questionnaire. Professional identity was assessed across five dimensions: self-categorization as educators, perceived pedagogical competence, professional agency, cultural integration/adaptability, and professional commitment. Workplace challenges were evaluated in terms of linguistic and communication barriers, socio-cultural adjustments, compensation and benefit disparities, instructional resource limitations, and perceived professional discrimination. Data were analyzed using frequency count, percentage distribution, weighted mean, standard deviation, Spearman's Rank-Order Correlation, Point-Biserial Correlation, and Kendall's Tau-b. Findings revealed that migrant Filipino teachers demonstrated a high level of professional identity (M = 4.24), while workplace challenges were perceived as moderately serious (M = 3.39). Compensation and benefit disparities and perceived professional discrimination emerged as the most prominent concerns. A significant negative relationship was found between professional identity and workplace challenges (rs = -0.432, p < 0.01), indicating that teachers with stronger professional identity experienced fewer workplace difficulties. The study was limited to migrant Filipino teachers in the Central Region, and findings may not generalize to other contexts. The study concluded that strong professional identity contributes to better workplace adjustment and resilience. Project KABALIKAT, a support program focusing on professional development, cultural adaptation, workplace inclusion, emotional well-being, and institutional support, was proposed to enhance the professional growth and workplace experiences of migrant Filipino teachers in Thailand.