Cultural Challenges and Adaptations of Overseas School Teachers in a Gulf Country: A Phenomenological Study
Sayed Mahmoud （ Library and Learning Commons, Zayed University, Dubai, United Arab Emirates ）
Sharifa Soudan AlEnezi （ College of Business Studies, Public Authority for Applied Education and Training (PAAET), Kuwait City, Kuwait ）
https://doi.org/10.37155/2972-4856-0403-4Abstract
Cultural differences between overseas teachers and the Arabian Gulf environment can significantly impact teaching and learning. Thus, a better understanding of the cultural differences is necessary and crucial. This study explores how overseas teachers become accustomed to one of the Arabian Gulf countries’ cultures in a school. A phenomenological approach was adopted using semi-structured interviews with ten teachers to identify the cultural challenges, how teachers adjusted to them, and what role technology plays. This research suggests that professional development programmes can prepare teachers to address cultural challenges. The findings have implications for the success of international teachers who want to work in international schools in one of the Arabian Gulf countries. Furthermore, the study reveals that overseas teachers face diverse cultural challenges, including language barriers, communication differences, religious differences, racism, and climate disparities. This study can help to explore how Gulf institutions recruit, integrate, and retain international faculty through strategic talent management and employer branding practices.
Keywords
International Education; Culture; Acculturation; Educational Marketing; Student Satisfaction; Strategic Talent ManagementFull Text
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[23] Marri, A. (2005). Educational technology as a tool for multicultural democratic education: The case of one US history teacher in an under resourced high school. Contemporary Issues in Technology and Teacher Education, 4(4), 395–409.
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[26] Romig, N. A. (2009). Acculturation of four Chinese teachers teaching in the United States: An ethnographic study [Doctoral dissertation, Michigan State University].
[27] Romanowski, M. H., Abu-Shawish, R. K., & Merouani, N. (2019). Principals’ perspectives on faculty diversity in Qatar’s government schools. Educational Management Administration & Leadership, 47(5), 730–748. https://doi.org/10.1177/1741143218759089
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[32] Templer, K. J. (2020). Self-enhancement and cross-cultural adjustment: overclaiming in a global mobility context. Journal of Global Mobility, 8(2), 161–182. https://doi.org/10.1108/JGM-08-2019-0041
[33] Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178.
[34] Vonderlind, S. (2015). Closing the cultural gap: A study of successful integration of Western teachers into Emirati school culture (Order No. 10102539). Available from ProQuest Central; ProQuest Dissertations & Theses Global. (1786656841). https://zulib.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/closing-cultural-gap-study-successful-integration/docview/1786656841/se-2
[35] Woolley, K. H., & Yyelland, B. (2022). International teaching and learning: Guidance from transnational educators in the Arab Gulf. International Journal of Diversity in Education, 22(2), 41–56.
[2] Al Hassan, Y. A. (2011). The history and perception of music education in Kuwait (Order No. 3478996). Available from ProQuest Dissertations & Theses Global. (904156803). https://zulib.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/history-perception-music-education-kuwait/docview/904156803/se-2
[3] Almutawa, F., & Alsuwailan, Z. (2025). Adapting to life in the Gulf: Culture shock and challenges confronting foreign teachers in Kuwait. Educational Studies. Advance online publication. https://doi.org/10.1080/03055698.2025.2479595
[4] Bornau, R. (1999). Cross-cultural communication in selected adult ESL classrooms in Vancouver: A study of the cross-cultural situations ESL students and teachers rate as most difficult (Order No. MQ43540). Available from ProQuest Dissertations & Theses Global. (304541130). https://zulib.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/cross-cultural-communication-selected-adult-esl/docview/304541130/se-2
[5] Bovornusvakool, W. (2018). Cultural Intelligence in Thailand: An Examination of its Antecedents and Consequence [Doctoral dissertation, ProQuest Dissertations & Theses]. ProQuest.
[6] Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
[7] Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
[8] Enayah, L. M. J. (2002). Perceptions of Arab/Chaldean students regarding their experiences in bilingual education (Order No. 3038202). Available from ProQuest Dissertations & Theses Global. (250762450). https://zulib.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/perceptions-arab-chaldean-students-regarding/docview/250762450/se-2
[9] Falconer, R. C. (1998). Adapting to an increase in cultural and linguistic diversity: A case study of a K-2 school (Order No. 9916085). Available from ProQuest Dissertations & Theses Global. (304456267). https://zulib.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/adapting-increase-cultural-linguistic-diversity/docview/304456267/se-2
[10] Flowers, P. (2009). Research Philosophies – Importance and Relevance. Research.
[11] Fruit, D. R. (2003). Inshallah: A private school for privileged Kuwaiti youth attempts to straddle a cultural divide (Order No. 3077476). Available from ProQuest Dissertations & Theses Global. (305343134). https://zulib.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/inshallah-private-school-privileged-kuwaiti-youth/docview/305343134/se-2
[12] Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of Phenomenological Psychology, 28(2), 235–260.
[13] Grantham, T., McCarthy, C., & Pegg, S. (2007). Acculturation of Foreign Teachers into the Dutch Bilingual Education System [Master's thesis, unspecified institution].
[14] Halicioglu, M. L. (2015). Challenges facing teachers new to working in schools overseas. Journal of Research in International Education, 14(3), 242–257. https://doi.org/10.1177/1475240915611508
[15] Haslberger, A. (2005). Facets and dimensions of cross-cultural adaptation: refining the tools. Personnel Review, 34(1), 85–109.
[16] Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10(3), 301–320.
[17] Hoke, T. (2020). Motivations and Experiences of Female Expatriate Educators Teaching in Saudi Arabia [Doctoral dissertation, ProQuest Dissertations & Theses]. ProQuest.
[18] Johnson, D. P. (2004). The Use of an acculturation model for teacher induction [Doctoral dissertation, University of Minnesota].
[19] Juffer, K. A. (1993). The first step in cross-cultural orientation: Defining the problem. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 201–218). Intercultural Press.
[20] Kadiwal, L., & Rind, I. A. (2013). 'Selective cosmopolitans': Tutors' and students' experience of offshore higher education in Dubai. Compare: A Journal of Comparative and International Education, 43(5), 689–711. https://doi.org/10.1080/03057925.2013.821338
[21] Khelifa, M. (2010). Trading culture: Have western-educated Emirati females gone... (incomplete source).
[22] Mann, V. J. (2012). Cross-cultural teaching: Experiences of American teachers in Thai higher education (Order No. 3520654). Available from ProQuest Dissertations & Theses Global. (1037064381). https://zulib.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/cross-cultural-teaching-experiences-american/docview/1037064381/se-2
[23] Marri, A. (2005). Educational technology as a tool for multicultural democratic education: The case of one US history teacher in an under resourced high school. Contemporary Issues in Technology and Teacher Education, 4(4), 395–409.
[24] Mohamed, A., Dasoo, N., & Israel, H. (2024). South African Expatriate Teachers in the Gulf Arab States: Push and Pull Factors for Leaving. Migration and Development, 13(2), 274–288. https://doi.org/10.1177/21632324241306845
[25] Pfaller, R. L. (2010). A phenomenological study of culturally proficient school leadership resulting in the narrowing of the learning gap (Order No. 3472927). Available from ProQuest Central; ProQuest Dissertations & Theses Global. (894264181). https://zulib.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/phenomenological-study-culturally-proficient/docview/894264181/se-2
[26] Romig, N. A. (2009). Acculturation of four Chinese teachers teaching in the United States: An ethnographic study [Doctoral dissertation, Michigan State University].
[27] Romanowski, M. H., Abu-Shawish, R. K., & Merouani, N. (2019). Principals’ perspectives on faculty diversity in Qatar’s government schools. Educational Management Administration & Leadership, 47(5), 730–748. https://doi.org/10.1177/1741143218759089
[28] Roumani, H. B. (2005). Maids in Arabia: The impact of maids as carers on children’s social and emotional development. Journal of Early Childhood Research, 3(2), 149–167.
[29] Sharplin, E. (2009). Bringing them in: The experiences of imported and overseas-qualified teachers. Australian Journal of Education, 53(2), 192–206. https://doi.org/10.1177/000494410905300207
[30] Spencer, F. (2016). Welcome to the state of Kuwait. Lulu.com. https://books.google.com.kw/books?id=ow0yDQAAQBAJ
[31] Stasel, R. S. (2021). Towards an acculturation framework for K-12 educators who live and work abroad: The role of teacher training institutions. Journal of Higher Education Policy and Leadership Studies, 2(4), 53–75. https://doi.org/10.52547/johepal.2.4.53
[32] Templer, K. J. (2020). Self-enhancement and cross-cultural adjustment: overclaiming in a global mobility context. Journal of Global Mobility, 8(2), 161–182. https://doi.org/10.1108/JGM-08-2019-0041
[33] Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178.
[34] Vonderlind, S. (2015). Closing the cultural gap: A study of successful integration of Western teachers into Emirati school culture (Order No. 10102539). Available from ProQuest Central; ProQuest Dissertations & Theses Global. (1786656841). https://zulib.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/closing-cultural-gap-study-successful-integration/docview/1786656841/se-2
[35] Woolley, K. H., & Yyelland, B. (2022). International teaching and learning: Guidance from transnational educators in the Arab Gulf. International Journal of Diversity in Education, 22(2), 41–56.
Copyright © 2026 Sayed Mahmoud, Sharifa Soudan AlEnezi
Publishing time:2026-07-09
This work is licensed under a Creative Commons Attribution 4.0 International License