Professional Identity of Filipino Special Education Teachers in California: A Phenomenological Study

Abstract

This qualitative study explored how Filipino Special Education (SPED) teachers working in California develop and shape their professional identity through their lived experiences. The study focused on understanding how factors such as teaching motivations, reflective practices, personal beliefs, cultural adjustment, institutional support, and resilience influence their growth as educators. It also aimed to provide insights into how these experiences contribute to their evolving professional identity and to propose a plan that may support their continued professional development. Using a qualitative research design, the study gathered data through in-depth, semi-structured interviews with six Filipino SPED teachers selected through purposive sampling. The responses were analyzed using thematic analysis to identify common patterns, experiences, and perspectives related to professional identity formation. The findings were organized into major themes that reflected the participants’ experiences in adapting to U.S. school settings, managing instructional demands, and navigating cultural transitions. The findings showed that professional identity is not formed all at once, but rather develops continuously through experience, reflection, and adaptation. Participants shared that their motivations for teaching evolved over time, from external influences and opportunities to a deeper sense of purpose, calling, and commitment to serving students. Their professional identity was strengthened through resilience, reflective practice, and their ability to adapt teaching strategies to meet the needs of diverse learners. The study also revealed the important role of institutional support, school leadership, mentorship, and collaborative professional environments in helping teachers grow professionally and personally. In addition, participants emphasized the importance of cultural responsiveness and flexibility in effectively teaching students from diverse backgrounds. Overall, the study concludes that the professional identity of Filipino SPED teachers is dynamic and continuously shaped by personal experiences, cultural adjustments, reflective practice, and workplace environments. The findings highlight the need for stronger institutional support systems, mentorship opportunities, and culturally responsive professional development programs to help sustain their growth, well-being, and effectiveness as educators.