Abstract
This study explored the pedagogical practices, challenges, and coping mechanisms of Overseas Filipino Educators (OFEs) teaching in international schools in the United Arab Emirates (UAE) during School Year 2021–2022. It sought to understand how Filipino educators facilitated the teaching-learning process, addressed challenges, and coped with difficulties in a multicultural international school environment. The study employed a qualitative research design using an interpretative phenomenological approach. Ten primary/elementary teachers who had lived in the UAE for at least five years participated and were selected through purposive sampling. The study covered 13 international schools in the UAE. Data were gathered through one-on-one semi-structured interviews conducted online using Zoom, Microsoft Teams, and Google Meet. With participants’ consent, interviews were recorded, transcribed, and analyzed using Colaizzi’s approach and an inductive thematic process. Findings revealed that participants employed evidence-based teaching strategies through contextual learning, interactive activities, and flexible groupings for instruction. Challenges were categorized into student and school factors. To address these challenges, participants employed effective classroom management, teaching-learning strategies and methodologies, motivational approaches to discipline, continuous professional development, time management, effective communication, harmonious working relationships with colleagues, feedback mechanisms, and consistent classroom rules and regulations. Based on these findings, the researcher developed a Thematic Model on Teaching in an International School and a professional training program designed to strengthen OFE teachers’ personal and professional competencies. The study concluded that evidence-based teaching practices, supportive professional relationships, and continuous professional development helped OFE teachers respond effectively to the demands of teaching in international schools. The findings further indicated that adaptability was central to effective teaching in an international school, as participants continuously adjusted their instructional practices according to students’ diverse needs, school expectations, curriculum requirements, and professional demands in the UAE context.