{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/129671"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/129671","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Cultural competence and professional effectiveness: Experiences of American expatriate teachers in Chinese educational settings","abstract":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2027-05-01","abstract_html":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2027-05-01","abstract_has_math":false,"creators":["Blumenthal, Jordan Ross"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Li, Jessica","Huang, Wenhao David","Oh, Eunjung Grace","Hood, Denice"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-04-02","date_published":"2025-04-02","updated_at":"2026-07-22T22:25:05Z","subjects":["HRD","Cultural Competence","Teacher Readiness"],"languages":["en","eng"],"rights":["Copyright 2025 Jordan Blumenthal"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/129671","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Li, Jessica","Huang, Wenhao David","Oh, Eunjung Grace","Hood, Denice"]},{"key":"dc:creator","label":"Author","values":["Blumenthal, Jordan Ross"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-04-02","2025-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["HRD","Cultural Competence","Teacher Readiness"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Jordan Blumenthal"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/129671"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2027-05-01","The student, Jordan Blumenthal, accepted the attached license on 2025-04-01 at 10:31.","The student, Jordan Blumenthal, submitted this Dissertation for approval on 2025-04-01 at 13:15.","This Dissertation was approved for publication on 2025-04-02 at 15:56.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21679 on 2025-10-19 at 19:52:31","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."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Cultural competence and professional effectiveness: Experiences of American expatriate teachers in Chinese educational settings"]}]}],"canonical_facts":{"dc:contributor":["Li, Jessica","Huang, Wenhao David","Oh, Eunjung Grace","Hood, Denice"],"dc:creator":["Blumenthal, Jordan Ross"],"dc:date":["2025-04-02","2025-05"],"dc:description":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2027-05-01","The student, Jordan Blumenthal, accepted the attached license on 2025-04-01 at 10:31.","The student, Jordan Blumenthal, submitted this Dissertation for approval on 2025-04-01 at 13:15.","This Dissertation was approved for publication on 2025-04-02 at 15:56.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21679 on 2025-10-19 at 19:52:31","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."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/129671"],"dc:language":["en","eng"],"dc:rights":["Copyright 2025 Jordan Blumenthal"],"dc:subject":["HRD","Cultural Competence","Teacher Readiness"],"dc:title":["Cultural competence and professional effectiveness: Experiences of American expatriate teachers in Chinese educational settings"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:05Z"}