Cultural competence and professional effectiveness: Experiences of American expatriate teachers in Chinese educational settings

Blumenthal, Jordan Ross

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https://hdl.handle.net/2142/129671 Copy

Description

Title

Cultural competence and professional effectiveness: Experiences of American expatriate teachers in Chinese educational settings

Author(s)

Blumenthal, Jordan Ross

Issue Date

2025-04-02

Director of Research (if dissertation) or Advisor (if thesis)

Li, Jessica

Doctoral Committee Chair(s)

Li, Jessica

Committee Member(s)

• Huang, Wenhao David
• Oh, Eunjung Grace
• Hood, Denice

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

HRD, Cultural Competence, Teacher Readiness

Abstract

This dissertation investigates the relationship between Human Resource Development, cultural competence, and expatriate teacher readiness in China. In our increasingly globalized world, countries are reevaluating fundamental questions about how to shape their educational systems. As China continues to emerge as a global power, it remains an attractive destination for expatriates. This research seeks to uncover the factors that contribute to the success of expatriate teachers in Chinese schools, with a particular emphasis on how cultural competence influences expatriate teacher readiness. The study used qualitative research methods, conducting semi-structured interviews with eleven former expatriate teachers who worked across various settings, including international schools, training centers, and education consulting companies. The findings reveal that higher levels of cultural competence enhanced both teacher effectiveness and job satisfaction. While participants defined cultural competence differently, they consistently identified language skills, respect, and openness to new ideas as essential components. Language proficiency proved valuable both in classrooms and social settings. The importance of language skills varied based on school type, student demographics, and the internationalization level of the city. The interviewed expatriate teachers received minimal to no cultural training. Teachers reported that cultural learning occurs through both formal channels (workshops and training sessions) and informal experiences (interactions with experienced colleagues and locals). Personality traits also significantly influence teacher effectiveness and satisfaction. Teachers with flexible, outgoing personalities were typically seen as having greater happiness in their professional lives in China. The research demonstrates that stronger cultural competence not only improved teaching effectiveness but also increased the likelihood of teachers remaining in their positions. The lack of formal cultural training programs represents a missed opportunity for schools and training centers to boost retention and job satisfaction among expatriate staff. The findings also highlight the need for further research into optimal formal training structures that address the complexities and nuances of Chinese culture.

Graduation Semester

2025-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/129671

Copyright and License Information

Copyright 2025 Jordan Blumenthal

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