From Home to Host Country: A Phenomenological Study on the Work-Life Balance and Human Flourishing of Migrant Filipino Teachers

Abstract

This study explored the lived experiences of migrant Filipino teachers through the lens of work-life balance and human flourishing. It aimed to understand how these concepts were experienced, defined, and related in the participants’ accounts. Using a qualitative phenomenological design, nine (9) teachers who had previously worked in the Philippines and were currently teaching abroad were selected and interviewed. Their responses were recorded, transcribed, and analyzed using Braun and Clarke’s thematic analysis framework within an interpretive phenomenological orientation. The findings suggest that, within this sample, migration reconfigured the teachers’ everyday lives, with many participants describing more manageable work demands, clearer boundaries, and improved work-life balance. However, some participants also associated migration with a sense of quiet loneliness and the emotional strain of being away from familiar relationships and support systems. The teachers defined human flourishing as thriving as a person and as a teacher, often in terms of personal growth, well-being, purpose, and impact. Participants also described human flourishing as related to work-life balance, with balance often creating space for thriving. At the same time, a few participants interpreted difficult or imbalanced experiences as still contributing to growth, depending on their understanding. Overall, the study suggests that migration is more than an economic decision; for these participants, it was a complex process involving both relief and trade-offs in pursuit of a better quality of life. The findings offer evidence-informed implications for reducing excessive teacher workload, protecting time boundaries, strengthening psychosocial support for migrant teachers, and supporting teachers’ personal and professional growth.