Job Satisfaction, Mental Well-Being, Motivations, and Challenges of Selected Migrant Filipino Teachers Working in the United States of America

Abstract

This multimethod study investigates the job satisfaction, mental well-being, and motivations of migrant Filipino teachers in the United States during the 2024-2025 school year to develop a proposed induction program. Quantitative results indicated that while compensation boosts well-being, no significant relationship exists between job satisfaction and mental well-being; teachers reported moderate satisfaction but high mental health. Qualitative findings revealed that financial stability and professional growth are key motivators, though teachers face challenges regarding student behavior, resource scarcity, and parental involvement. Despite these hurdles, participants demonstrated significant resilience. The study concludes that US school districts must tailor support systems to these specific needs. These findings offer actionable data for policymakers to improve retention and cultural competence training. Future research should focus on longitudinal trends and social support networks to further understand and enhance the experience of teachers under the cultural exchange program.