{"title":"吃掉这些字眼通过海外国际学校中的自我领导,翻转对文化冲击失败的理解","authors":"Rebecca Stroud Stasel, Rebecca Evans","doi":"10.29173/ijll36","DOIUrl":null,"url":null,"abstract":"The global demand for teachers outstrips its supply (Brummitt & Keeling, 2013; UNESCO, 2016). This article argues for a re-examination of the concept of failure in the context of educator acculturation overseas, and the self-leadership and school leadership actions that support teachers new to a host country. Oberg (1960, p. 177) first described culture shock as “an occupational disease” that can lead to sudden breakdown and departure. Culture shock with expatriate teachers overseas is inevitable (Roskell, 2013), and teacher turnover has been reported as high as 60% in some international schools (Mancuso et al., 2010). Since the onset of the pandemic, sudden teacher departures have risen sharply in some schools (Author1, in press). To mitigate the issue, strategic planning of K-12 international school leadership includes improving teacher retention. How a leader views failure matters and learning to fail intelligently can promote innovation and improvement in the longer term (Cannon & Edmondson, 2005). This article examines a subset of a qualitative study on educator acculturation involving 17 sojourning (between-culture) educators in 5 regions in Southeast and East Asia. Participants were found to utilize an arsenal of self-leadership strategies (Houghton et al., 2011) to mitigate acculturative challenges. Most of the participants recalled an early career sojourning experience that they described as shocking and stressful. Participants initially viewed their experiences as failures, however, participants described that these experiences led to beneficial outcomes: increased capacity for future overseas teaching experiences, evidenced by reduced acculturative stress (Berry, 2006). This widespread experience leads one to posit that the initial “fail” when coupled with self-leadership strategies, has a beneficial long-term effect. Better understanding of such experiences will help educational organizations harness the power of these failures by turning them into meaningful learning opportunities that guide the new sojourning teaching towards a successful career.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"37 7","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Eat those Words: Flipping Understandings of Culture Shock Failure through Self-Leadership in Overseas International Schools\",\"authors\":\"Rebecca Stroud Stasel, Rebecca Evans\",\"doi\":\"10.29173/ijll36\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The global demand for teachers outstrips its supply (Brummitt & Keeling, 2013; UNESCO, 2016). This article argues for a re-examination of the concept of failure in the context of educator acculturation overseas, and the self-leadership and school leadership actions that support teachers new to a host country. Oberg (1960, p. 177) first described culture shock as “an occupational disease” that can lead to sudden breakdown and departure. Culture shock with expatriate teachers overseas is inevitable (Roskell, 2013), and teacher turnover has been reported as high as 60% in some international schools (Mancuso et al., 2010). Since the onset of the pandemic, sudden teacher departures have risen sharply in some schools (Author1, in press). To mitigate the issue, strategic planning of K-12 international school leadership includes improving teacher retention. How a leader views failure matters and learning to fail intelligently can promote innovation and improvement in the longer term (Cannon & Edmondson, 2005). This article examines a subset of a qualitative study on educator acculturation involving 17 sojourning (between-culture) educators in 5 regions in Southeast and East Asia. Participants were found to utilize an arsenal of self-leadership strategies (Houghton et al., 2011) to mitigate acculturative challenges. Most of the participants recalled an early career sojourning experience that they described as shocking and stressful. Participants initially viewed their experiences as failures, however, participants described that these experiences led to beneficial outcomes: increased capacity for future overseas teaching experiences, evidenced by reduced acculturative stress (Berry, 2006). This widespread experience leads one to posit that the initial “fail” when coupled with self-leadership strategies, has a beneficial long-term effect. 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引用次数: 0
摘要
全球教师供不应求(Brummitt & Keeling, 2013; UNESCO, 2016)。本文认为,应在教育工作者海外文化适应的背景下重新审视失败的概念,以及支持初到东道国的教师的自我领导和学校领导行动。奥伯格(Oberg,1960 年,第 177 页)首次将文化冲击描述为 "一种职业病",它可 以导致突然的崩溃和离开。外籍教师在海外受到文化冲击是不可避免的(Roskell, 2013),据报道,一些国际学校的教师流失率高达 60%(Mancuso et al.)自大流行病爆发以来,一些学校的教师突然离职率急剧上升(Author1, in press)。为了缓解这一问题,K-12 国际学校领导层的战略规划包括提高教师留任率。领导者如何看待失败很重要,学会明智地失败可以促进长期的创新和改进(Cannon & Edmondson, 2005)。本文探讨了一项关于教育者文化适应性的定性研究的一个子集,该研究涉及东南亚和东亚 5 个地区的 17 名旅居(跨文化)教育者。研究发现,参与者利用一系列自我领导策略(Houghton et al.大多数参与者回忆了他们职业生涯早期的旅居经历,并将其描述为令人震惊和充满压力的经历。最初,参与者认为他们的经历是失败的,然而,参与者描述说,这些经历带来了有益的结果:提高了未来海外教学经验的能力,减少了文化适应压力(Berry,2006 年)。这种广泛的经验使人们假设,最初的 "失败 "与自我领导策略相结合,会产生有益的长期影响。更好地了解这些经验将有助于教育组织利用这些失败的力量,将其转化为有意义的学习机会,引导新的海外教师走向成功的职业生涯。
Eat those Words: Flipping Understandings of Culture Shock Failure through Self-Leadership in Overseas International Schools
The global demand for teachers outstrips its supply (Brummitt & Keeling, 2013; UNESCO, 2016). This article argues for a re-examination of the concept of failure in the context of educator acculturation overseas, and the self-leadership and school leadership actions that support teachers new to a host country. Oberg (1960, p. 177) first described culture shock as “an occupational disease” that can lead to sudden breakdown and departure. Culture shock with expatriate teachers overseas is inevitable (Roskell, 2013), and teacher turnover has been reported as high as 60% in some international schools (Mancuso et al., 2010). Since the onset of the pandemic, sudden teacher departures have risen sharply in some schools (Author1, in press). To mitigate the issue, strategic planning of K-12 international school leadership includes improving teacher retention. How a leader views failure matters and learning to fail intelligently can promote innovation and improvement in the longer term (Cannon & Edmondson, 2005). This article examines a subset of a qualitative study on educator acculturation involving 17 sojourning (between-culture) educators in 5 regions in Southeast and East Asia. Participants were found to utilize an arsenal of self-leadership strategies (Houghton et al., 2011) to mitigate acculturative challenges. Most of the participants recalled an early career sojourning experience that they described as shocking and stressful. Participants initially viewed their experiences as failures, however, participants described that these experiences led to beneficial outcomes: increased capacity for future overseas teaching experiences, evidenced by reduced acculturative stress (Berry, 2006). This widespread experience leads one to posit that the initial “fail” when coupled with self-leadership strategies, has a beneficial long-term effect. Better understanding of such experiences will help educational organizations harness the power of these failures by turning them into meaningful learning opportunities that guide the new sojourning teaching towards a successful career.