Exploring the classroom management approaches of Overseas Filipino Teachers in Taiwan for managing challenging learner behaviors

Aim: This study explored the classroom management approaches used by eight Overseas Filipino Teachers (OFTs) in Kaohsiung City, Taiwan, in managing learners with challenging behaviors.Specifically, it examined how OFTs adapted their classroom management practices to Taiwanese cultural expectations, addressed language barriers, collaborated with Taiwanese colleagues, and managed the emotional demands of teaching in a cross-cultural educational setting.Methodology: This study employed a qualitative phenomenological design using Interpretative Phenomenological Analysis (IPA).Data were gathered through semi-structured interviews with eight purposively selected Overseas Filipino Teachers in Kaohsiung City, Taiwan, and analyzed through the systematic and iterative six-stage Interpretative Phenomenological Analysis (IPA) procedure, with an independent coding check conducted for credibility.Results: The findings showed that OFTs shifted from direct and verbally dominant classroom management approaches toward more structured, culturally responsive, and context-sensitive practice.They used multimodal communication strategies including gestures, visual aids, and Total Physical Response (TPR), to address language-related misunderstandings and prevent behavioral difficulties.Collaboration with Taiwanese colleagues supported the interpretation of student behavior, communication, and classroom expectations, while journaling, peer support, and other coping strategies helped teachers manage emotional stress and develop adaptive resilience.Conclusion: Effective classroom management among Overseas Filipino Teachers in Taiwan involves more than the application of discipline and behavioral control strategies.It requires culturally responsive interpretation of learner behavior, flexible and multimodal communication, collaboration with local colleagues, and adaptive resilience.The findings suggested that teacher education programs and school-based support systems could strengthen the preparations of teachers for cross-cultural assignments by incorporating culturally responsive classroom management, communication strategies, co-teaching and collaboration protocols, and structured emotional-regulation practices and reflective practices.