The double-edged sword of shame: Hindrance and catalyst for immigrant teachers’ career development

Abstract

This international study offers a groundbreaking examination of the role of shame in the career development of immigrant teachers. Despite existing research on the challenges immigrant teachers face, such as language barriers and accreditation, limited focus has been placed on understanding the emotional aspects of their career progression. Utilizing the Social Cognitive Career Theory (SCCT) in exploring the interplay between self-efficacy, outcome expectations and performance outcomes, the study delves into the complexities of shame experienced by 45 immigrant teachers from Australia, Hong Kong, and South Korea, and how it impacts their career decisions and actions. The researchers have conducted three semi-structured one-on-one interviews and one focus group discussion with each immigrant teacher. Using the general inductive approach, the findings demonstrate that shame serves as a dual-faced influencer, acting as both a hindrance and a catalyst for career development. Moreover, the study raises concerns about the effects of emotional well-being on immigrant teacher retention and offers insights for policy and practice aimed at fostering emotional resilience among immigrant teachers. Though limited by its qualitative nature, the study represents a significant step towards a nuanced understanding of immigrant teachers’ emotional experiences, inviting further exploration into the field.