Stakeholders’ Perceptions on Migrant SPED Teachers in the United States of America

This study ascertained the perception toward migrant SPED teachers in selected states in the United States of America, it sought to answer these objectives: (1) determine the respondents ‟demographic profiles, (2) extrapolate the public perception of international SPED teachers in the US interns of professional competence, professional engagement, and community engagement, (3) identify the perceived socio-cultural,  political, economic dimensions of the migrant SPED teachers in the US workforce, (4) analyze the significant relationship of the respondents‟ demographic profiles and their perceptions toward special education teachers in the US. A descriptive design with snow-ball sampling was utilized. An online Sample Size Calculator by Creative Research System, was calculated with a confidence level of 95 percent and a confidence interval of five (5) requiring at least 384 respondents using modified questionnaire. The respondents‟ socio-demographic profile exhibited no significant relationship between the perceptions toward migrant SPED teachers. But, the experience of having a foreigner friend,working with a colleague with a different culture and the experience of travelling abroad affect theirperception significantly. Migrant SPED teachers in the US were positively recognized and accepted by their stakeholders like the parents of the students, colleagues and school administrators. They are perceived to be efficient and effective in the aspects of professional competence, professional and community engagement. Their acceptance, recognition, and how they were perceived by stakeholders became the cornerstones in the achievement of their „American dream‟.

Keywords: community engagement, migrant SPED teachers, professional competence, professionalengagement