From Chalkboards to Online Platforms: Experiences, Motivations and Challenges of Filipino Teachers Transitioning to Freelance ESL Teaching

• Condino, Jewel A. ; Ortega-Dela Cruz, Ruth A. ^[1]
  1. [1] University of the Philippines Los Baños

     University of the Philippines Los Baños

     Los Baños, Filipinas

     
• Localización: Multidisciplinary Journal for Education, Social and Technological Sciences, ISSN-e 2341-2593, Vol. 13, Nº. 1, 2026
• Idioma: inglés
• DOI: 10.4995/muse.2026.24618
• Enlaces
  • Texto completo
• Resumen
  • español

    Este estudio explora las experiencias, motivaciones y desafíos de profesores filipinos con licencia que se están transformando en profesores autónomos de inglés. Entrevistas con seis profesores revelaron motivaciones clave: incentivos económicos, flexibilidad y autonomía, especialmente para aquellos con responsabilidades familiares. Entre los desafíos se encontraban la inestabilidad de los ingresos y la falta de conexión a internet, lo que llevó a muchos a utilizar múltiples plataformas. El acceso a tecnología fiable mejoró la productividad y redujo el estrés. Los profesores de mayor edad se adaptaron con mayor facilidad; los más jóvenes se centraron en las ganancias económicas. El género y el estado civil influyeron en las motivaciones: las mujeres priorizaron la conciliación de la vida laboral y personal, mientras que los hombres priorizaron los ingresos. Los profesores con títulos avanzados buscaron formación académica; otros se basaron en el autoaprendizaje. Muchos aspiraban a ampliar sus servicios y buscar oportunidades internacionales. El estudio ofrece perspectivas y recomendaciones para apoyar esta transición profesional.

  • English

    This study explores the experiences, motivations, and challenges of licensed Filipino teachers transitioning to freelance English teaching. Interviews with six teachers revealed key motivators: financial incentives, flexibility, and autonomy, especially for those with family responsibilities. Challenges included unstable income and unreliable internet, leading many to use multiple platforms. Access to reliable technology improved productivity and reduced stress. Older teachers adapted more easily; younger ones focused on financial gains. Gender and marital status influenced motivations—women prioritized work-life balance, while men emphasized income. Teachers with advanced degrees pursued formal development; others relied on self-learning. Many aimed to expand services and seek international opportunities. The study offers insights and recommendations to support this career transition.

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