000			03114 a2200181 4500
005			20260715133732.0
082			_aTH 378.242 O772 2025
100	1		_aOrtega-Secando, Jeah Lorraine C.
245			_aCareer aspirations and migration intentions of filipino science teachers in the united states of america / _cJeah Lorraine C. Ortega-Secando
264		1	_aSibalom Antique : _bUniversity of Antique, _c2025
300			_axviii, 134 pges ; _c29 cm
504			_aIncludes bibliographical references
520			_aAbstract Teacher migration has become an increasingly significant global phenomenon, reshaping educational systems in both sending and receiving countries. While international recruitment addresses teacher shortages, particularly in science and other STEM fields, less is known about how migrant science teachers make sense of their professional futures within the context of migration. This study employed a descriptive interpretive qualitative research design to explore the career aspirations and migration intentions of Filipino science teachers teaching in the United States of America. The study examined how teachers construct meanings around career development and long-term mobility as they navigate professional practice in a foreign educational context. Conducted in the United States, the study involved Filipino science teachers currently teaching in K-12 schools, selected through purposive sampling to ensure depth and relevance of experience. Data were gathered through in-depth, semi-structured interviews conducted online about the career aspirations and migration intentions of Filipino science teachers in the United States. Results showed that Filipino science teachers' career aspirations are anchored in professional growth, adaptability, and continuous learning, with participants emphasizing openness to new pedagogical practices and educational technologies as essential to sustaining their roles. Advanced education emerged as a central aspiration, valued as intellectual empowerment rather than hierarchical advancement. Participants defined success holistically, prioritizing peace, balance, fulfillment, and family well-being over material gains, reflecting Filipino cultural values such as collectivism, resilience, and relational commitment. Migration intentions were shaped by economic opportunities, family support, program-related obligations, cultural adjustment, and the transformative nature of migration. The study highlights teacher migration as a meaning-driven and culturally grounded experience beyond purely economic explanations and recommends that educational institutions and policymakers develop culturally responsive support systems addressing migrant science teachers' professional development, well-being, and long-term career pathways. Keywords: Filipino science teachers, teacher migration, career aspirations, migration intentions, descriptive-interpretive qualitative research professional identity
526			_aTH _bGS
650			_a Higher education _vTheses and dissertations
650			_aScience teachers
942			_2ddc _cTH
999			_c41663 _d41663