‘I want to be a part of their conversation’: Asian immigrant teachers navigating belongingness in Australian schools

Abstract

Migration has resulted in increasing teacher diversity in the teaching workforce in many countries. Yet, the prevailing perception in the receiving countries regarding who the teachers are and how they should be and act has made the professional transition challenging for immigrant teachers who do not fit into this frame. This study examines how immigrant teachers construct their belongingness to their receiving schools. Using a qualitative inductive approach, this paper reports on the experiences of 10 teachers who migrated from Asia to teach in Australia. Findings revealed that teachers’ sense of belonging occurred on a continuum and was co-constructed by their professional identity, vulnerability, and intercultural perspectives. We conclude by presenting the theoretical model developed from data in this study, its implications, and recommendations.