Abstract
This study explored the lived experiences of seven Filipino secondary English teachers in Papua New Guinea using a descriptive-phenomenological approach. Seven (7) purposively selected participants were interviewed through semi-structured interviews, and the data were thematically analyzed, resulting in five key themes: motivations for pursuing a teaching career in Papua New Guinea, comparisons of English teaching experiences in the Philippines and Papua New Guinea, descriptions of the PNG English language curriculum, effective pedagogical strategies for PNG students, and challenges encountered by Filipino secondary English teachers in the country. The participants navigated these challenges by employing differentiated, interactive, and context-based teaching methods while fostering cultural empathy and resilience. Notably, gender-based power imbalances, rooted in cultural norms, persist within educational institutions, affecting teachers’ experiences. In response to these findings, the ENCORE+5S Framework was developed as a practical guide to enhance English instruction in Papua New Guinea by integrating contextualized resources, differentiated and skills-based teaching, and the effective use of technology and professional development. Limitations of the study include its focus solely on Filipino secondary English teachers; therefore, future studies should involve diverse nationalities to enrich comparative perspectives and strengthen the applicability of findings across similar multicultural educational settings.
Keywords: Filipino secondary English teachers, Papua New Guinea, ENCORE+ 5S Framework, cultural empathy