Filipino and American Teachers: Their Differences in Psychological Needs, Performance, and Culture

Abstract

This study addresses the dearth of literature about the Filipino international teachers whose presence continues to pervade the K-12 education system of the United States. Through quantitative analyses and the self-determination theory framework, it seeks to answer how basic psychological needs are addressed in higher education institutions set in different cultural settings and whether culture has a role in Filipino international teachers’ performance. The findings of this study may have an implication on home country’s teacher education, US teacher recruitment, and in-service professional development of international teachers. The ultimate goal of this study is how to fully prepare and support international teachers for the best of the American youth.