The Intersection of Professional and Cultural Identity: A Mixed-methods Study of Expatriate Language Teachers' Adaptation Processes

This mixed-methods study investigated the adaptation processes of expatriate language teachers in Vietnam, where traditional Confucian educational values intersect with Western pedagogical reforms, creating distinctive challenges for professional identity development. The research employed an explanatory sequential design, combining survey data from 208 expatriate teachers with 39 in-depth interviews. Quantitative data were analyzed using descriptive statistics, correlation analysis, and multiple regression, while qualitative data underwent thematic analysis. The findings revealed that professional identity navigation is significantly influenced by teaching experience and institutional context, with experienced teachers demonstrating higher levels of integration across professional domains. Cultural adaptation emerged as a critical factor in shaping teaching practices, moderated by institutional type and professional qualifications. The study identified a strong correlation between cultural empathy and professional identity development (r = .56, p < .01), suggesting that successful adaptation requires the development of hybrid professional identities. The results extend existing theoretical frameworks by demonstrating that professional-cultural identity integration follows a developmental trajectory rather than occurring through discrete adaptation events. These findings have significant implications for teacher preparation programs and institutional support systems in international education contexts, suggesting the need for targeted cultural components in professional development and differentiated support based on institutional context.