The Experiences of International School Teachers in Practicing Respect for Cultural Differences Through Intercultural Interaction
Abstract
Globalization and increasing international mobility have led to a proliferation of international schools worldwide, including international school teachers. This trend has presented numerous multicultural challenges and issues, particularly for those who experience difficulties adapting to multicultural environments. Implementing respect for cultural differences can be crucial and may serve as a key indicator in successful intercultural interactions. The purpose of this phenomenological study is to investigate the experiences of eight international school teachers in practicing respect for cultural differences at international schools. Data collection was conducted through semi-structured interviews and the study employed thematic analysis to address research questions systematically. The study highlighted that each international school teacher has unique experiences in practicing respect for cultural differences according to their perspectives, personal experiences, and individual backgrounds. However, the findings of the study showed that there were several values that can be summarized as an interconnected circle in practicing respect for cultural differences, including self-awareness, open-mindedness, empathy, being non-judgmental, and always learning. The study suggested that school support, ongoing professional development, and a collaborative school culture are essential to equip international school teachers with the necessary tools to practice respect for cultural differences effectively.