Date

5-22-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Matthew Ozolnieks

Keywords

J-1 teacher exchange visitors, personal experience, professional experience, teacher self-efficacy, cultural intelligence

Disciplines

Curriculum and Instruction | Higher Education

Abstract

This phenomenological study aimed to understand how the personal and professional experiences of J-1 teacher exchange visitors (J-1TEVs) in a rural school district (RSD) in South Carolina impacted their teacher self-efficacy. Personal and professional experience was generally defined as the circumstances surrounding J-1TEVs’ private and work lives. The theory guiding this study was the teacher self-efficacy theory, a derivative construct of Bandura’s social cognitive theory. The theoretical framework guided the exploration of how the personal and professional experiences of J-1TEVs impacted their beliefs in their ability to perform effectively in U. S. classrooms. The central research question was: “What are the lived experiences of J-1TEVs at RSD in South Carolina with respect to their teacher self-efficacy?” Ten current J-1TEVs and former J-1TEVs, up to four years after functioning as a J-1TEV in RSD, participated in the study. Heidegger’s hermeneutic circle of inquiry was used to analyze the data gathered from questionnaires, journal prompts, and semi-structured interviews. The findings revealed that the personal challenges did not affect the TSE for most participants. Professionally, J-1TEVs lacked cultural competence to varying degrees, leading to culture shock, challenges with classroom management and discipline, and intercultural communication. The challenges negatively impacted J-1TEVs’ TSE, but with support from administrators and teachers, their TSE increased over time.

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