Abstract

This ethnographic study aims to examine the shared experiences of five Filipino teachers in Thailand, focusing on how they shape group identity and promote social cohesion. Guided by the Community of Practice (CoP) framework, the study employed ethnographic observation and semi-structured individual interviews to examine how cultural adaptation, communal support, and shared practices affect both the professional and personal lives of migrant teachers. Findings revealed that Filipino teachers faced substantial adjustments in adapting to Thailand’s teaching environment, especially in terms of pedagogy, cultural norms, and institutional structures. However, the participants also revealed that shared identity and support from fellow Filipinos served as critical mechanisms for resilience and adaptation, with cultural gatherings and traditions strengthening social bonds and alleviating homesickness. This study highlights the dynamic nature of CoPs, emphasizing how shared experiences and communal support networks evolve to address the challenges of transnational teaching contexts. These findings have important implications for educational institutions, community organizations, and policymakers in creating culturally responsive environments to support migrant teachers. This research not only explores the relationship between shared experiences, group identity, and social cohesion but also contributes to an understanding of the lived experiences of migrant teachers, providing actionable insights into building inclusive and supportive communities in multicultural environments.