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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/3412
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dc.contributor.advisorSaksit Saengboon-
dc.contributor.authorYang Yaqi-
dc.date.accessioned2026-07-10T02:38:29Z-
dc.date.available2026-07-10T02:38:29Z-
dc.date.issued2024-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/3412-
dc.descriptionThesis (M.Ed. (Bilingual Eduaction and English Language Teaching)) -- Rangsit University, 2024en_US
dc.language.isoenen_US
dc.publisherRangsit University. Libraryen_US
dc.subjectExpatriate teachersen_US
dc.subjectChinese language -- Study and teaching -- Private schools -- Thailanden_US
dc.subjectPhenomenologyen_US
dc.titleExploring lived experiences of expatriate teachers : a phenomenological study of Chinese language teachers at a private school in Thailanden_US
dc.typeThesisen_US
dc.description.other-abstractIn an era of increasing globalization and the demand for multicultural education, the experiences of international educators, particularly Chinese language teachers in non Western contexts, remain underexplored. This study seeks to investigate the lived experiences of five Chinese language teachers in Thai private schools, aiming to understand how they navigate the challenges and opportunities presented by their new cultural and working environments. Employing a phenomenological qualitative methodology, grounded in Byram’s model of Intercultural Communicative Competence (ICC) and Hofstede’s Cultural Dimension Theory (CDT), this study provides a nuanced analysis of the factors influencing their professional adaptation. Key findings reveal the critical roles of structural factors, such as institutional norms and policies, alongside cultural and linguistic dynamics, in shaping these teachers’ experiences. The study also uncovers the paradoxical empowerment through marginalization, offering new insights into the flexibility and autonomy that emerge in such contexts. Despite these findings, this study is limited by its small sample size and focus on a specific geographical and cultural setting, which may not be generalizable to other contexts. Future research should explore a broader range of international teaching environments and consider longitudinal studies to better understand the evolving experiences of transnational educators over timeen_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineBilingual Education and English Language Teachingen_US
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