TEACHING STRATEGIES AND COMPETENCIES OF FILIPINO TEACHERS IN THAILAND ENGLISH PROGRAMS: A SOUTHEAST ASIAN FRAMEWORK PERSPECTIVE

Abstract

ABSTRACT

This study examines the competency levels of Filipino English teachers in Bangkok, Thailand, using the Southeast Asia Teacher Competency Framework (SEA-TCF) and explores their employed teaching strategies. Filipino educators face unique challenges in a multicultural teaching environment, making it critical to assess their alignment with SEA-TCF competencies. A mixed-methods approach was employed involving surveys and interviews from 156 respondents under the Bangkok Metropolitan Administration (BMA). Quantitative data were analyzed using descriptive and inferential statistics, while qualitative responses on teaching strategies were thematically coded.

Results showed that Filipino teachers self-rated as “Highly Competent” across all SEA-TCF domains—subject matter knowledge, instructional competence, community engagement, and personal growth. Notably, there was no significant relationship between their competency levels and demographic profile variables, supporting the null hypothesis. Qualitative data revealed strong usage of differentiated instruction, active learning, and technology integration. These findings highlight Filipino educators' adaptability and pedagogical strength in international settings. The study suggests enhancements in professional development programs and deeper community engagement as implications for policy and practice.