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An Exploration of Teacher Self-Effic...

Herrera, Conrad J.

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An Exploration of Teacher Self-Efficacy and Cultural Intelligence Among Traditional and Nontraditional Expatriate English as a Foreign Language Teachers in China.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Exploration of Teacher Self-Efficacy and Cultural Intelligence Among Traditional and Nontraditional Expatriate English as a Foreign Language Teachers in China./
Author:	Herrera, Conrad J.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	146 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
Contained By:	Dissertations Abstracts International82-11A.
Subject:	Asian studies. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28319636
ISBN:	9798738627293

An Exploration of Teacher Self-Efficacy and Cultural Intelligence Among Traditional and Nontraditional Expatriate English as a Foreign Language Teachers in China.
Herrera, Conrad J.

An Exploration of Teacher Self-Efficacy and Cultural Intelligence Among Traditional and Nontraditional Expatriate English as a Foreign Language Teachers in China. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 146 p.

Source: Dissertations Abstracts International, Volume: 82-11, Section: A.

Thesis (Ed.D.)--Texas Wesleyan University, 2021.

This item must not be sold to any third party vendors.

China has the largest job market in the world for English language teachers (Shuo, 2019). Individuals from all over the world move to China for work teaching English language acquisition in a variety of settings from preschool to higher education. However, a problem arises upon inspecting the credentials of these foreign teachers, many of whom lack teaching experience and professional certification. School leaders and recruiters in China continuously hire inexperienced foreigners to meet the immense demand and in return face high teacher turnover rates and complaints from students' parents. Moreover, such teachers often struggle to meet students' learning needs and parents' professional expectations, while also dealing with intercultural adjustment and scarce professional development and social support on campus. To offer further insight for administrators, the research presented here explored teacher self-efficacy and cultural intelligence beliefs among traditional and nontraditional teachers of English as a foreign language for kindergarten and primary school students. This mixed-methods study, which involved 205 quantitative survey and 14 qualitative interview participants, examined expatriate teachers from the United States, Canada, the United Kingdom, South Africa, Australia, and the Philippines and their cultural intelligence and self-efficacy beliefs, as well as their intercultural experiences while working and living in China. A positive correlation between the two theoretical constructs was established, as well as the power of each respective construct, over years of teaching and cultural identity, to predict the other as an outcome. The findings and implications uncovered guidance for administrators, teacher trainers, and individuals considering relocating to China to teach.

ISBN: 9798738627293Subjects--Topical Terms:

1571829
Asian studies.
Subjects--Index Terms:

China

An Exploration of Teacher Self-Efficacy and Cultural Intelligence Among Traditional and Nontraditional Expatriate English as a Foreign Language Teachers in China.
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