In response to the increase in demand for teachers of English in Thailand, many Filipino teachers are now working as English as a Foreign Language (EFL) teachers in Bangkok. This study explores the perceptions of 56 Filipino teachers about the conditions and challenges of being EFL teachers in Bangkok, Thailand. A modified questionnaire and an individual follow-up interview were used to collect the data. Likewise, a qualitative content analysis was performed on the data in the study. Findings revealed that teacher-participants held a positive view with regards to being EFL teachers in Bangkok. Some reasons why they came to teach in Bangkok include good salary rates, a chance to provide for their families’ financial needs, an opportunity to widen their teaching experience, and a chance to work with people from different cultural backgrounds. However, some professional and personal issues like the perceived lack of teachers’ professional development programmes, cultural differences, language barriers, and absence from family celebrations and other important occasions were also noted. The findings suggest that although the experience was generally positive, Filipino teachers encountered some personal and professional issues, including those which stemmed from their status as so-called ‘non-native speaker teachers’ (NNEST) of English.
Analysis of a Japan-Philippines telecollaboration from a social realist
perspective
