The problem and the aim of the study. The quality of life (QoL) of expatriate non-native English-speaking teachers (NNESTs) in China is a critical yet underexplored issue, despite their increasing presence in international education. Limited attention to their well-being may affect teacher retention, performance, and institutional stability. This study aimed to evaluate the QoL of NNESTs working in China through the WHOQOL-BREF framework, focusing on four domains: physical health, psychological well-being, social relationships, and environmental factors.
Research methods. This study employed a mixed-method approach, utilizing the WHOQOL-BREF survey alongside an open-ended qualitative question. A total of 156 expatriate NNESTs across various regions of China participated in the study. Quantitative data were collected using the WHOQOL-BREF instrument and analyzed via t-tests, Kruskal-Wallis tests, and regression analysis. In addition, participants responded to an open-ended question, and responses were thematically coded to explore contextual experiences influencing their QoL.
Results. Findings indicate that expatriate NNESTs in China experience a moderate overall quality of life, with the highest domain score reported in physical health (M = 58.61), followed by environment (M = 56.49), psychological well-being (M = 52.86), and the lowest in social relationships (M = 49.52). Participants expressed high satisfaction with environmental aspects of life in China, particularly safety, convenience, and financial savings potential, with those in smaller cities reporting better living conditions and greater financial benefits due to lower living costs. However, physical well-being was challenged by heavy workloads and inconsistent access to healthcare. Psychological health was affected by work-related stress and social isolation, while language barriers and cultural differences hindered social integration. Marital status significantly influenced social well-being (p = 0.020), with married teachers experiencing better integration. Qualitative insights underscored collegial support as a protective factor, while also highlighting concerns related to limited professional development, healthcare communication, and racial discrimination.
Conclusion. The study underscores the importance of institutional policies and support systems in enhancing NNESTs’ QoL. Structured orientation programs, healthcare access, and social integration initiatives are recommended to improve well-being and retention of expatriate educators. Improving QoL among NNESTs can contribute to sustainable teacher recruitment and the overall effectiveness of international education in China.
Keywords: expatriates, non-native English-speaking teachers, quality of life, teachers’ well-being, teachers’ health, international education, China
For Reference: Marković, M., & López-Carratalá, J. (2025). Expatriate Non-Native English-Speaking Teachers in China: Exploring Their Quality of Life. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (4), 658–670. https://doi.org/10.32744/pse.2025.4.43
Information about the authors:
Miloš Marković (Spain, Murcia) — PhD Candidate in Social Science-Education. Universidad Católica San Antonio de Murcia. E-mail: mmarkovic@alu.ucam.edu
Jorge López-Carratalá (Spain, Murcia) — Professor, Dr, Lecturer in the Department of Tourism. Universidad Católica San Antonio de Murcia. E-mail: jlcarratala@ucam.edu
Оставить комментарий