Abstract
This study examined the sociocultural competence of Filipino J-1 Exchange Teachers in Maui, Hawaii, and explored whether demographic factors significantly influenced their adaptation to a multicultural educational environment. Using a quantitative descriptive-analytical research design, data were collected from 53 Filipino J-1 teachers assigned to schools in Central and West Maui via a structured demographic questionnaire and the Revised Sociocultural Adaptation Scale (SCAS- R). The study assessed five dimensions of socio-cultural competency: interpersonal communication, academic/work performance, personal interest and community involvement, ecological adaptation, and language proficiency. Findings revealed that the respondents demonstrated a very high level of socio-cultural competency (M = 3.73). Language proficiency emerged as the strongest domain (M = 4.34), followed by academic/work performance (M = 3.91), personal interest and community involvement (M = 3.61), and interpersonal communication (M = 3.60), while ecological adaptation obtained the lowest rating (M = 3.19), indicating moderate challenges in adjusting to the physical and social environment. Inferential analysis revealed significant differences in socio-cultural competency when respondents were grouped by age, gender, living arrangement, and length of stay in the United States. In contrast, civil status and educational attainment did not significantly influence competency levels. The findings highlight the strong adaptive capacity, intercultural communication skills, and professional readiness of Filipino J-1 teachers while emphasizing the importance of targeted support programs that facilitate cultural integration, environmental adaptation, and community engagement. The study contributes to the growing body of literature on international teacher mobility and provides insights for policymakers and educational institutions in strengthening support mechanisms for exchange educators in multicultural settings.
