Linguistic Competencies and Challenges of Migrant Filipino Elementary English Teachers in Bangkok, Thailand

This study investigated the linguistic competence and challenges experienced by Filipino elementary English teachers working in Bangkok, Thailand. Employing a descriptive–correlational approach, data were collected from 133 teachers and 92 immediate supervisors through structured questionnaires. Findings revealed that most teachers were female, aged 36 or older, married, experienced (11–20 years), holding bachelor’s or master’s degrees, and professionally licensed, and frequently participated in development programs. Teachers generally rated their own linguistic competence as “high” across speaking, writing, listening, and reading, while supervisors consistently assessed them as “very high”. Challenges, particularly in instructional strategies and classroom management, were perceived as “sometimes serious”. Teaching experience, certification status, and educational attainment were significantly associated with specific language domains, and notable differences were observed between teacher self-ratings and supervisor evaluations. Linguistic competence was not significantly correlated with the severity of challenges, indicating that difficulties are largely contextual and systemic rather than language-dependent. The study suggests capacity-building programs, culturally responsive teaching practices, and policy measures to address systemic barriers and support teacher effectiveness in international EFL contexts.