FILIPINO J1 TEACHERS' ADAPTATION TO AMERICAN EARLY CHILDHOOD CLASSROOM CONTEXT: A CASE OF MARICOPA COUNTY'S EARLY CHILDHOOD

Globalization has increasingly expanded opportunities for international teacher exchange, yet the lived experiences of Filipino J-1 Early Childhood Education (ECE) teachers adapting to American classrooms remain underexplored. This study aims to investigate how Filipino J-1 teachers navigate cultural, linguistic, and pedagogical transitions while integrating Filipino values into their professional practice in Maricopa County, Arizona. Employing a qualitative phenomenological approach, in-depth semi- structured interviews were conducted with five J-1 teachers to capture detailed narratives of their motivations, challenges, adaptation strategies, professional growth, and cultural contributions. Participants scheduled interviews according to their availability, with sessions lasting 30 to 60 minutes and carefully transcribed for rigorous analysis. The findings revealed five overarching themes: teachers’ pursuit of personal and professional advancement, management of inclusive and adaptive teaching for diverse learners, strengthening collaboration and culturally-informed professionalism, transformation of pedagogical practices through global exposure, and integration of Filipino culture within value-driven instruction. Teachers were motivated by economic upliftment, career enrichment, and international exposure, yet faced challenges in linguistic comprehension, accommodating diverse learners, and adjusting to student-centered pedagogical approaches. Adaptation strategies included relationship-building, intercultural collaboration, and professional reflection, which enhanced both teaching effectiveness and workplace cohesion. Furthermore, teachers perceived themselves as cultural ambassadors, fostering inclusivity, global awareness, and intercultural understanding among students and colleagues. Overall, the study highlights the multidimensional impact of J-1 teachers, emphasizing their role in bridging cultures and advancing professional competencies. Future research may explore longitudinal outcomes of J-1 experiences and comparative studies across states, educational levels, or cultural contexts to inform international teacher exchange programs.