Teachers’ Adaptations to Administrative Shifts: The Experiences of Filipino Teachers in Al-Hassa, Saudi Arabia

Abstract

This study explored the teachers’ adaptations to administrative shifts in Al-Hassa, Kingdom of Saudi Arabia which focused on changes in organizational practices, management principles, and school policies. Using a qualitative phenomenological design, semi-structured online interviews were conducted among purposively selected Filipino teachers with at least one school year of teaching experience. Data were analyzed through thematic analysis using NVivo software to identify recurring patterns and emerging themes related to administrative shifts, professional growth, roles and responsibilities, teaching, and cultural integration. Findings revealed that Filipino teachers moved from flexible to structured systems with centralized scheduling, collaborative planning, multilingual communication, and technology integration, which developed accountability, efficiency, and expectations to institutional goals. Teachers showed resilience through time management, peer collaboration, mentorship, and continuous professional learning despite challenges such as language barriers and curriculum changes. Complying to local norms indicated cultural sensitivity and fostered smooth integration into the new working environment. Moreover, teachers’ confidence, engagement, and performance were strengthened through supportive leadership, clear policy communication, and motivational practices. The study highlights that structured administrative support along with teachers’ adaptations transform challenges into opportunities for innovation, skill development, and professional advancement. It emphasizes the significance of orientation, mentorship, lifelong learning, and mindset preparation as key strategies for sustainable adaptation. These findings provide a model for enhancement of effective onboarding and support systems that help teacher retention, well- being, and productivity in multicultural educational contexts.