Abstract

In a world that is becoming increasingly connected, there is always a need to adapt to different cultures when teachers relocate for work. This research employs a qualitative, multi-case study, examining the experiences of two Filipino early childhood teachers who transitioned from the Philippine education system to a play-based, bicultural early childhood setting in Auckland, New Zealand. Through semi-structured interviews and observations, the study explored the teachers’ challenges, strategies, and adaptations that they went through to adjust to the new curriculum, learning approaches, and diverse environment. Migration motivations and life transitions, professional and pedagogical transformation, cultural adaptation in a multicultural context, supports and resilience, and professional growth are the five major themes that emerged in this study, using thematic analysis. Findings indicate that migration was motivated by aspirations for work–life balance and family well-being, while adaptation required significant shifts in professional identity, teaching philosophy, and cultural competence. Participants go through the adaptation process with the help and support of colleagues, administration, and personal support system. The study examines the gradual and continuous dynamics of professional growth, emphasizing the importance of tailored induction, mentorship, and professional development to support overseas-trained teachers. For both policy and practice in early childhood education, the results are very important. They show that there is a need to acknowledge the unique personal strengths and attributes of migrant teachers, as well as address the obstacles and issues associated with their adaptation. Conducting the study with a small group of participants and a limited context indicates the necessity for further research using a broader participant demographic and an extended duration.