The Subjective Wellbeing of Expatriate International School Teachers in Hong Kong: An Exploratory Study into the Influence of School-Level Factors

Autor/inn/en	Harrison, Mark G.; Kai Hou, Wai
Titel	The Subjective Wellbeing of Expatriate International School Teachers in Hong Kong: An Exploratory Study into the Influence of School-Level Factors
Quelle	In: Journal of Research in International Education, 22 (2023) 1, S.39-54 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/14752409231154531
Schlagwörter	Well Being; International Schools; Teachers; Place of Residence; Indigenous Populations; Interpersonal Relationship; Interprofessional Relationship; Educational Environment; Accountability; Social Isolation; Cultural Differences; Social Support Groups; Adjustment (to Environment) + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; International school; Internationale Schule; Lehrer; Lehrerin; Lehrende; Wohnort; Sinti und Roma; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Verantwortung; Soziale Isolation; Kultureller Unterschied; Social support; Soziale Unterstützung
Abstract	The international school sector in Hong Kong makes a substantial contribution to educational provision in the city, employing many expatriate teachers. Wellbeing has taken on increasing prominence in international school discourses, but little research has investigated how the wellbeing of international school teachers is influenced by school-level factors. For the purposes of this study, thirteen expatriate teachers from ten different international schools in Hong Kong were interviewed and the data were analysed thematically. The teachers' wellbeing was found to be influenced by relationships with students, colleagues and senior leaders, and a pervasive climate of accountability. Teachers felt a sense of social isolation associated with cultural differences, and often did not feel supported by their schools. Teachers' wellbeing, it is proposed, may be improved by the articulation of a shared vision which focuses on classroom-level interactions, an affiliative climate, and an institutional environment which addresses social isolation and protects teachers against an excessive climate of performativity and accountability. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01