Teachers Life Satisfaction: Experiences of Chinese Teachers at A Private Tutoring School in Thailand

This study delineates the life satisfaction experiences of Chinese teachers employed at a private tutoring school in Thailand. A qualitative phenomenological study method was employed to investigate the life satisfaction of these educators from personal, professional, and environmental viewpoints. A total of eight Chinese educators were subjected to in-depth interviews. The findings indicate a substantial correlation among the personal, professional, and external components of the support system, coping mechanisms, and life satisfaction of the instructors. Despite encountering numerous problems in their professional and personal lives in Thailand, including linguistic barriers and cultural disorientation, the support from the school and their coping mechanisms influences the life satisfaction of the Chinese teachers. The findings posit that professional training, good communication, and social support are crucial elements for enhancing the life satisfaction of these educators. The research establishes a foundation for enhancing the life happiness of expatriate educators. It proposes recommendations for private tutoring institutions and education officials in Thailand to develop more efficient and advantageous systems for accommodating international educators.

Keywords: educator,school,teachers