This paper presents a research dissertation into the importance of Cultural Intelligence (CQ) as originally defined by Earley and Ang (2003) in the intent of expatriate international school teachers working in Latin America to renew their contracts through its impact on adaptability and job satisfaction for these educators. The need to improve teacher retention, as well as identify qualified candidates is first discussed, along with the factors that have been identified in leading to better teacher retention. A discussion of Embeddedness and the specific aspects of Person-Job fit (P-J fit), Person-Host Culture fit (P-HC fit), and Person-Organization fit (P-O fit) as mediating factors is also presented, leading to the questioning of the potential predictive capacity of Cultural Intelligence (CQ) in the success of overseas teaching candidates due to the effect that CQ may have on teacher adaptation and on both job satisfaction, and subsequent intention to renew their contract. A representative, self-selected sample from the roughly 1300 teachers in the 64 school Tri-Association of private American international schools in Latin America was surveyed, with the data analyzed using a survey instrument based on previously validated instruments relating to the various variables involved. Analyses of the data include a descriptive analysis, Confirmatory Factor Analysis, bivariate t-test analysis and multivariate regression and multiple regression analyses of the data and Sobel tests for mediation to explore the various possible relationships among the variables.
The study identified statistically significant Pearson’s correlations among the Aggregate measure of CQ with both Job Satisfaction and Intent to Renew Contract and with Embeddedness and its component parts of Person-Job Fit, Person-Organization Fit and Person-Host Culture Fit. As well, statistically significant correlations were found among Metacognitive CQ and Motivational CQ with Job Satisfaction and Motivational CQ with Intent to Renew Contract. Simple regressions confirmed the statistical significance of CQ with regards to both Job Satisfaction and Intent to Renew Contract, and despite the low level of shared variation it was nonetheless of practical significance. Once hierarchical multiple regressions were conducted, including the mediating variable of Embeddedness, and its specific facets of Person-Job Fit, Person-Organization Fit and person Host-Culture Fit, CQ was found to hold no unique statistical significance whether examined as an Aggregate measure or as the 4 distinct factors with Embeddedness found to fully mediate the effects of CQ on both Job Satisfaction and Intent to Renew Contract. The full models, however, did account for a statistically significant variation in both Job Satisfaction and Intent to Renew Contract to noteworthy levels. Sobel tests further confirmed the statistically significant mediating effect of Embeddedness and the Fit variables in the construct for both Job Satisfaction and Intent to Renew Contract with regards to the Aggregate measure of CQ, arguing for the interconnected nature of CQ with regards to Job Satisfaction and tenure among expatriate teachers in Latin America.
The study advances the research in several important ways: first, Cultural Intelligence is a new construct that has not been examined in the Latin American region; second no research had been conducted previously regarding the impact of Cultural Intelligence on Job Satisfaction among expatriate teachers; third, no research has been conducted to date on the mediating effects of Embeddedness with regards to Cultural Intelligence and Job Satisfaction or Intent to Renew Contract; and fourth, teacher retention is a growing concern among international schools despite which it has received little or no attention in the research literature. The findings of this research, having identified a salient factor in the successful adaptation and retention of American international school teachers in Latin America, will allow for the development of an interview paradigm to help identify potentially successful candidates for international schools as well as guide the designing of appropriate teacher induction and mentoring programs to encourage retention.
|School Location:||United States -- California|
|Source:||DAI-A 72/08, Dissertation Abstracts International|
|Subjects:||Cultural anthropology, School administration, Organizational behavior|
|Keywords:||Cultural intelligence, International education, Job satisfaction, Teacher retention|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be