As many educational institutions become more globally competitive, and the number of diverse teachers increases, it becomes even more imperative to avoid what some cultures might deem as inappropriate and unprofessional verbal and non-verbal forms of communication. Those behaviors are sometimes interpreted in different ways, depending on the cultural perspective. Any unwanted verbal and non-verbal actions often increase stress, unwelcomed job pressures, and hinder a positive work environment. At the institutional level where teachers are very diverse, understanding verbal and nonverbal behaviors must be addressed. The researchers propose a methodology which will help multilingual, multicultural teachers' communication styles within the workplace and how to improve cross-cultural team collaborations. Additionally, the information provided in this study allows educational leaders to make inferences about their teachers' team performance and expectations based on their motivation, experiences, and skills used when working with a multicultural team.
In an educational environment, where many cultures are represented, it is essential that the environment is inclusive and every culture is embraced. Training programs for faculty members on how to cope in a new diverse environment in ways that develop strong, culturally relevant interpersonal skills have been missing in many educational institutions. The purpose of this mixed method study was twofold. First, the researchers examined faculty member's reactions to working in a culturally diverse environment. Secondly, the researchers wanted to uncover best practices or strategies that might improve cultural awareness in workforce development in terms of navigating daily life within an educational institution. This study delved into the experiences faculty members reported having in their workplace. The study involved 224 faculty members across various departments and career statuses working at a public coeducational research institution in the United States of America. The survey and interview responses to a predetermined set of questions were analyzed in order to draw out commonalities and to address the research questions. The results of the study revealed that an intensive cultural orientation training program is needed to help faculty members develop effective communication skills in order to work more collaboratively in an educational institution.
As many educational institutions become more globally competitive, and the number of diverse teachers increases, it becomes even more imperative to avoid what some cultures might deem as inappropriate and unprofessional verbal and non-verbal forms of communication. Those behaviors are sometimes interpreted in different ways, depending on the cultural perspective. Any unwanted verbal and non-verbal actions often increase stress, unwelcomed job pressures, and hinder a positive work environment. At the institutional level where teachers are very diverse, understanding verbal and nonverbal behaviors must be addressed. The researchers propose a methodology which will help multilingual, multicultural teachers' communication styles within the workplace and how to improve cross-cultural team collaborations. Additionally, the information provided in this study allows educational leaders to make inferences about their teachers' team performance and expectations based on their motivation, experiences, and skills used when working with a multicultural team.
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