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영어

What Are the Experiences and Perceptions of International Chinese Language Teachers Participating in Global Chinese Language Programs? This study aims to understand the motivations and experiences of teachers participating in international Chinese language programs, explore their psychological changes throughout the process, and provide insights for optimizing these programs based on their perspectives and opinions. To achieve this, the study adopts a qualitative research approach, examining six teachers with experience in international Chinese language programs. The key findings are as follows: First, participants joined international Chinese language programs due to practical considerations such as pursuing financial independence and alleviating employment pressure. Additionally, some teachers participated in these programs to fulfill their sense of personal "vanity." Second, although participants found satisfaction in witnessing student growth and promoting cultural exchange, challenges such as health crises, difficulties in personal relationships, and workplace bullying gradually diminished their enthusiasm for their work, leading to job burnout. Third, after leaving their positions, participants generally held negative attitudes toward international Chinese language programs. Even if they experienced some level of "job satisfaction," they faced significant challenges upon returning to their home countries. These included the lack of recognition for overseas teaching experience, the loss of advantages associated with being a recent graduate, and inadequate social security and welfare benefits. These factors exacerbated their career anxiety and financial stress, preventing them from sustaining a long-term career as international Chinese language teachers. The study highlights that the lack of social security and housing funds is one of the primary reasons for teacher attrition. Based on these findings, this study recommends establishing a comprehensive social security system for international Chinese language teachers to enhance their sense of security and belonging while working abroad, as well as setting up an emergency fund to provide individual care and institutional support. At the same time, it is necessary to improve mechanisms for career development and post-assignment employment support, enhance the recognition and professional value of overseas teaching experience, and broaden teachers’ career development paths. Furthermore, the study suggests strengthening humanistic care and psychological support, optimizing the work environment and complaint response mechanisms, in order to improve teachers’ job satisfaction and sense of belonging, and to enhance their cultural adaptability.