Crossing Cultures: A Narrative Inquiry into Filipino Teachers’ Personal and Professional Experiences in Navajo Nation Schools

This study explored the personal narratives and professional experiences of Filipino teachers working in Bureau of Indian Education and tribally controlled schools across the Navajo Nation during School Year 2024-2025. Using qualitative narrative inquiry, data were gathered from 15 Filipino teachers through in-depth semi-structured interviews and written narrative reflections, then analyzed using Braun and Clarke’s reflexive thematic analysis. The findings revealed that participants initially encountered culture shock, instructional adjustment difficulties, professional isolation, resource constraints, and homesickness. Over time, they developed culturally responsive teaching practices, stronger community engagement, and adaptive coping strategies anchored in Filipino values, faith, peer support, and reflective practice. Participants came to function not only as classroom teachers but also as cultural learners, bridge-builders, mentors, and community contributors in Indigenous school settings. The study highlights the need for stronger onboarding systems, culturally grounded preparation, mentoring support, and institutional policies that respond to the realities faced by internationally recruited teachers in rural and Indigenous contexts.