.png)
The Journeys of Three International Teachers
- 4 days ago
- 6 min read
Updated: 3 days ago
A Transformative Contribution to U.S. Education
This blog features a dissertation that examines the experiences of international teachers working in public schools in North Carolina. The study focuses on the challenges these educators encounter, their perceptions of support, and how they navigate difficulties as they adjust to the American educational system. The research employs portraiture, a narrative qualitative method, to share the stories of three female international educators.
Author: Carolyn Tracy Smith Pennington Institution: University of North Carolina at Greensboro (2022) Methodology: Qualitative research using portraiture to document the lived experiences of three female international teachers.
In recent years, American school districts have faced an acute teacher shortage, particularly in urban areas and specialized programs such as language immersion and global education. In response, some districts have turned to recruiting international educators. In her groundbreaking dissertation, The Journeys of Three International Teachers Working in North Carolina Public Schools, Carolyn Tracy Smith Pennington delves into the lives, challenges, and triumphs of international teachers. By chronicling the personal and professional journeys of three female international educators who migrated to teach in North Carolina public schools, this study not only illuminates the unique struggles they face but also provides invaluable insights into how U.S. education can evolve to retain and support these vital professionals.
A Narrative Approach to Understanding
Utilizing the qualitative methodology known as portraiture, Smith Pennington captured the authentic voices of international educators over an extended period. This narrative (or portrait) method allows for rich, deep descriptions gathered through repeated interviews, observations, and interactions. Through this lens, the study presents intimate portrayals of teachers’ emotional and professional transitions as they cross cultural and curricular borders to work in the U.S. The methodology emphasizes storytelling over statistical analysis, presenting contexts that numbers alone cannot convey. By focusing on lived experience, the dissertation reminds us that behind each classroom are human beings grappling with complex adjustments and high expectations.
The Stories Behind the Study
Jasmine’s Journey from Jamaica
Perhaps the most compelling narrative within the dissertation is that of Jasmine, a teacher from Jamaica, full of enthusiasm, energy, and dreams of broadening her professional horizons. When Jasmine first joined a North Carolina public school, she quickly became known for her bubbly demeanor and eagerness to make a difference. However, beneath the surface, she encountered significant culture shock. In one poignant moment during an observation post-conference, Jasmine’s tears revealed her overwhelming homesickness; she missed the familiar tastes, smells, and rhythms of her Jamaican home. The stress of navigating new meeting structures, stringent parent expectations, and unfamiliar workplace customs took an emotional toll. Yet, with the support of a dedicated administrator who provided personalized assistance and ongoing check-ins, Jasmine slowly began to acclimate. Over time, she grew into a mentor for other international educators and was eventually nominated for International Teacher of the Year—even as her work visa eventually pushed her toward returning home.
The Experiences of Josefina, Valentina, and Nayla
The dissertation further explores the experiences of Josefina and Valentina from Colombia, as well as Nayla from South Africa. Each of these educators faced distinct challenges throughout their transition into the U.S. educational system:
Josefina (Colombia): Initially fueled by excitement at the prospect of teaching in America, Josefina soon encountered difficulties with classroom management and navigating the bureaucratic demands of her new environment. Struggling to build trust with her students and colleagues, she gradually devised structured strategies for classroom control. Her journey underscores that while pedagogical excellence is crucial, the ability to adapt to culturally different administrative and student expectations is equally vital.
Valentina (Colombia): Valentina’s story is one marked by emotional upheaval. She experienced acute homesickness that manifested in stress and disorientation during parent conferences and day-to-day school interactions. However, by tapping into professional development opportunities and leveraging a supportive social network, Valentina managed to rebuild her resilience and find a renewed determination to succeed. Her experience highlights the necessity for robust emotional support structures within schools.
Nayla (South Africa): Nayla struggled with the sense of isolation and cultural misfit that often accompanies international relocation. Although she initially felt disenchantment with the new environment, she eventually found ways to integrate by forging relationships and embracing the local culture. Remarkably, after a period of self-doubt and the pressure of being an outsider, Nayla’s commitment to education saw her return to the U.S. even after a brief return to South Africa, illustrating her resilience and the transformative potential of supportive relationships.
Addressing Challenges through Policy and Practice
Drawing on these detailed portraits, the dissertation presents several policy recommendations aimed at long-term support for international teachers. The insights gathered from the teachers’ experiences serve as a clarion call for educational leaders and policymakers alike.
1. Enhancing Visa Stability
A persistent challenge for many international educators is the precarious nature of their work visas. Jasmine’s experience, where despite her evident professional success, her work visa eventually expired, is emblematic of a broader systemic issue. The study recommends that policymakers:
Develop expedited and more transparent visa renewal processes.
Expand cap-exempt visa options for teachers in high-demand sectors, such as bilingual education and STEM.
Provide legal support resources designed specifically to navigate the intricacies of U.S. immigration law.
By stabilizing visa pathways, schools can retain dedicated and effective educators who might otherwise be forced to leave despite their success.
2. Comprehensive Onboarding and Mentorship Programs
The initial phases of acculturation are fraught with challenges, from understanding classroom management in a new context to negotiating an unfamiliar school culture. The narrative of Josefina and Nayla underscores the importance of robust and well-structured onboarding programs. Recommendations include:
Instituting orientation sessions that introduce international teachers to the nuances of U.S. school systems.
Establishing mentorship programs that partner international educators with experienced local teachers.
Creating culturally sensitive professional development workshops that address classroom management, communication styles, and administrative expectations.
These measures can ease the transition for international teachers, allowing them to communicate effectively and integrate more rapidly into their new environments.
3. Building Emotional and Community Support Systems
The emotional toll of cultural displacement cannot be understated. As highlighted in Jasmine and Valentina’s experiences, the sense of isolation and homesickness can impede a teacher’s performance and well-being. Schools can address this by:
Organizing social and community-building events that help international teachers form bonds both inside and outside the classroom.
Setting up peer support groups where international educators can share their experiences and coping strategies.
Implementing teacher wellness programs that offer counseling and mental health support tailored to the challenges of relocation and cultural assimilation.
Such community support initiatives not only aid in personal well-being but actively enhance teacher retention, ensuring that international educators remain dedicated and involved over the long term.
4. Equity in Compensation and Incentives
Retention is closely linked to financial and professional acknowledgment. The dissertation points out that competitive salaries, relocation assistance, and retention bonuses are necessary to ensure that international teachers are both valued and motivated to continue their work. Schools should consider:
Aligning compensation packages for international educators with those of their U.S.-born counterparts.
Offering additional benefits, such as housing stipends and student loan forgiveness, which underscore the institution’s commitment to these educators.
Recognizing the multifaceted contributions of international teachers through awards and public recognition programs.
Significance to U.S. Education
The implications of this dissertation extend far beyond the personal narratives of three dedicated teachers. In an era where the educational needs of a diverse student population are rapidly changing, the infusion of international expertise is not merely beneficial—it is essential. International teachers enrich classroom experiences by:
Introducing global perspectives that foster greater cultural competence among students.
Enhancing linguistic skills, particularly in bilingual and immersion programs.
Offering novel pedagogical approaches shaped by diverse educational traditions.
Moreover, by addressing systemic barriers such as visa instability and cultural integration challenges, the study provides a roadmap for policymakers to harness a largely untapped resource. The real-world experiences encapsulated in this research serve as both cautionary tales and inspirational examples. They show that with the right support structures, international teachers can not only survive, which is a significant achievement in itself, but truly thrive, transforming their challenges into innovative teaching strategies that benefit entire student cohorts.
Conclusion
Carolyn Tracy Smith Pennington’s dissertation is a timely exploration of an issue that sits at the crossroads of educational policy, cultural exchange, and teacher retention. By meticulously documenting the journeys of international educators like Jasmine, Josefina, Valentina, and Nayla, the research shines a light on the human face of teacher shortages in U.S. public schools. It demonstrates that international teachers bring a unique set of challenges and opportunities, and that with targeted policy reforms—ranging from enhanced visa support to comprehensive onboarding and ongoing mentorship—schools can create environments in which these educators are equipped to flourish.
For policymakers, educational leaders, and the broader U.S. education community, this dissertation is more than an academic study—it is a call to action. As the nation continues to grapple with the pressures of under-resourced schools and an increasingly diverse student body, embracing and supporting international educators is not only a strategic necessity but also a moral imperative. The insights offered in this study provide a compelling argument for revisiting and reforming policies to ensure that every teacher, regardless of their country of origin, is given the opportunity to contribute fully to the educational success of all students.
In the context of mounting educational challenges and a rapidly globalizing world, Pennington’s work offers a hopeful vision: one where international educators become key partners in building a more inclusive, dynamic, and effective education system in the United States.
