Theses and Dissertations

Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Abraham S. Fischler College of Education


Laurelee Carr

Committee Member

Jonathan Feinn


adjustment factors, international school, new teacher retention, new teachers, teacher turnover, Thailand


This applied dissertation was aimed to provide updated information in regards to new teacher’s adjustment factors in a small international school setting in Thailand. With the rapid increase in international schools in Thailand, the demand for quality education and instructions has also increased due to competition between schools. Retaining good teachers is one important aspect in providing quality education, in particular new teachers. Studies have shown new teachers are at high risk of leaving the school or even leaving the teaching career within their first five years of teaching (Haynes, 2014; Phillips, 2015). However, little research exists in regards to new teacher retention in international schools. This study attempted to explore new teacher retention in an international school in Thailand, and what work and cultural adjustment factors led to the probability of staying.

The participants of the study were new teachers who were new to the mid-tier international school setting in Bangkok. Two instruments were used in order to measure their work and cultural adjustment – the Perceived Person Environment Fit Scale (PPEFS) and the Cultural Quotient Scale (CQS). A follow up group interview was conducted after data was collected from the two instruments, in order to obtain in-depth information in regards to new teachers’ experiences that could lead to successful work and cultural adjustment.

The study determined specific categories in both cultural and work adjustment domains for new teachers in the international school setting in Thailand. The categories in the work adjustment domain included Curriculum and Instruction, Guidance and Support of Educational Practice, and Perceived Organizational Support. The categories in the cultural adjustment domain included Initial Set Up, Daily life, and Characteristics of the Host City. Within these categories, common experiences were identified. These experiences were then labeled as positive or negative experiences in the context of adjustment. The combination of negative and positive experiences in each of these categories can be determinants of successful work and cultural adjustment leading job satisfaction and retention for new teachers in an international school setting.