Date of Conferral

10-15-2026

Date of Award

October 2026

Degree

Ph.D.

School

Social Work

Advisor

Dorothy Scotten

Abstract

The problem is the high attrition rates of Key Stage 1 and 2 (Years 1 to 6) expatriate teachers in a British Overseas Territory. This study examined how expatriate Key Stage 1 and 2 teachers with at least 2 years of experience in a British Overseas Territory described the support they had received from human and social services that supported their intent to continue teaching. The research question was designed to directly address this purpose. The cultural adaptation framework (CAF) was the conceptual framework for this study. This study followed a qualitative approach with purposive sampling, semistructured interviews, and thematic analysis, consistent with its focus on human and social services and the research objectives. Analysis of the interview data revealed five interconnected themes that shaped expatriate teachers’ experiences within the British Overseas Territory: well-being and family support, retention and support needs, professional adjustment, social integration and belonging, and transition and settlement. Participants generally perceived formal support as limited, inconsistently communicated, or concentrated primarily on professional orientation. The findings further indicated that participants’ decisions to continue teaching were influenced primarily by financial opportunities and long-term personal or family goals. The findings have implications for positive social change at the individual, family, organizational, and policy levels by providing evidence that educational leaders and policymakers can use to develop culturally responsive, community-based supports that strengthen expatriate teachers’ adaptation, well-being, and retention.

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