Improving the Wellbeing of Chinese Intern Teachers in Thailand through Management Practices

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Chen Huan
Pongsin Viseshsiri


The objectives of this research were to identify the current state of school management practices and to determine school management practices which could improve the well-being of Chinese intern teachers in Thailand. The study involved a sample of 60 Thai schools where Chinese intern teachers have been interning since 2017. Respondents were Chinese intern teachers and school administrators, totaling 166 respondents. Instruments used were varying; a major tool was a survey questionnaire. This questionnaire is based on four elements of well-being, namely: culture adaptation, standard of living, social life, and language barriers. Collected data were analyzed using frequency, percentage, average, standard deviation, t-test, and content analysis through Google Forms and SPSS (Statistical Package for the Social Sciences). The results show the following: (1) Current state of school management practices in overall aspects perceived by Chinese intern teachers was at a moderate level and were at the highest level when perceived by school administrators. When considering each aspect, the perceptions of Chinese intern teachers was at moderate level in almost all aspects, except the language barrier which was at low level. Unlike Chinese interns, school administrators perceived each aspect at the highest level. When comparing perceptions between the Chinese interns and the administrators, there were significant differences in perceptions in each aspect and with the overall aspects. (2) School management practices which could help improve the well-being of Chinese interns consisted of a main policy element and four sub-policies for each well-being element. Individual policies had particular procedures according to the nature of the policy. The core policy served as the spindle for other policies. Each main idea behind every policy was subjected to the act of preparing, publishing, and disseminating of concerned information. Training methods and activities were essential tools for all policies and should be provided for both Chinese interns and other school staff, including school administrators. These policies and procedures would help to promote teamwork and to unite all involved parties. The results of these management practices would provide a better quality of well-being for foreign teachers and eventually benefit other teachers as well.


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