Job Satisfaction, Mental Well-Being, Motivations, and Challenges of Selected Migrant Filipino Teachers Working in the United States of America

Abstract

Employing a multimethod design, this study investigates the interplay of job satisfaction, mental well-being, and motivating factors among migrant Filipino teachers in the U.S. during the 2024-2025 academic year to inform the development of targeted induction programs. Findings reveal a complex dynamic where teachers maintain high mental well-being and resilience despite reporting only moderate job satisfaction; while financial stability and professional growth serve as primary motivators, participants face significant challenges regarding student behavior and systemic adaptation. By establishing that no significant quantitative relationship exists between job satisfaction and mental well-being, this research provides critical baseline data for school districts to improve retention through tailored support systems. Future research should extend these findings through longitudinal tracking of stress levels and by evaluating the efficacy of cultural competence training for administrators.