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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Esmen M. Cabal
President Ramon Magsaysay State University
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Cultural Competence of Filipino Teachers Teaching Abroad: Implications for Global Education and Inclusive Teaching Practices Efigenia M. Fontillas; Esmen M. Cabal
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 6 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.06.13

Abstract

The growing movement of Filipino teachers into international education systems has featured the significance of cultural competence to instructional efficiency and professional achievement in multicultural learning environments. This study determined the level of cultural competency of Filipino teachers teaching abroad, specifically in cultural awareness, cultural knowledge, cultural skills, and cultural attitude. A descriptive-correlational study design was utilized to gather data from 600 Filipino teachers working in selected states in the United States: California, Florida, Hawaii, Nevada, and Texas. Data on teachers’ cultural competence were collected through a researcher-designed survey questionnaire. The results showed that Filipino teachers reflected a very high level of cultural competency across all dimensions, especially in cultural awareness and adaptability to varied educational situations. The results indicate that Filipino teachers have high intercultural sensitivity, communication skills, and culturally responsive instructional strategies that help them teach effectively in multicultural classrooms. The study also stressed the significance of intercultural training, reflective teaching practice, and institutional support for sustaining culturally responsive education. The results of the study have important implications for teacher education institutions, policymakers, curriculum creators, and foreign school systems trying to promote culturally responsive teaching and global teacher preparation programs.
Challenges in the Implementation of Aral Program as Perceived by the Teachers in Zone I Schools Division of Zambales Joyce E. Atrero; Esmen M. Cabal
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 6 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.06.28

Abstract

Regional literacy gaps and poor international assessment scores prompted the Philippine government to establish the Academic Recovery and Accessible Learning (ARAL) Program under Republic Act 12028. This study investigated the challenges faced by teachers in implementing the ARAL Program in Zone 1, Schools Division of Zambales. Utilizing a descriptive quantitative survey design, data were gathered via purposive sampling from 129 public elementary school teachers across the districts of Sta. Cruz, Candelaria, and Masinloc. A self-developed 4-point Likert scale questionnaire assessed challenges across five structural domains. Teachers perceived the ARAL Program implementation as "Challenging" across all studied areas (overall weighted means: 3.00–3.08). Local Government Support emerged as the most severe challenge (M=3.08), heavily driven by difficulties in mobilizing local stakeholders (M=3.13). Access to Learning Materials (M=3.04) and Qualification of Tutors (M=3.04) presented equal difficulties, primarily due to poor internet connectivity obstructing digital resource access (M=3.15) and tutors lacking formal pedagogical training (M=3.13). Furthermore, student unwillingness to participate (M=3.13) and the burden of developing materials adaptive to both online and face-to-face setups (M=3.23) hindered effective student identification and delivery modes. Successful learning recovery is constrained by systemic hurdles, including weak community mobilization, digital infrastructure deficits, and untrained tutoring personnel. It is recommended that school divisions provide targeted multimodal material development training, invest in low-bandwidth or offline instructional alternatives, and forge formalized partnership agreements with local government units to secure sustained logistical and financial backing.
Co-Authors Efigenia M. Fontillas Joyce E. Atrero