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The sources of workplace stress for expatriate teachers internationally are complex, faced with the challenge of different working conditions, new management styles and cultural adaptation. Theoretical models have developed over the past two decades as the number of teachers moving abroad has increased.

By reflecting on these frameworks interventions can be tailored to address the challenges of working abroad. Acculturation theory suggests that adapting to a new culture and environment can be challenging, for example Falk at al. (2007) proposed a two-dimensional model of acculturation. The first addresses the importance of retaining one’s native cultural identity, while the second concerns the value placed on establishing relationships with the larger host society. Expatriates may face difficulties when creating new relationships due to cultural differences and language barriers (Doki et al., 2018; Alkhadher & Al-Naser, 2007).

In addition, educators may struggle with a sense of identity and belonging in a new cultural setting as Triandis (1975) splits an analysis of culture into two distinct areas: ‘objective culture’, which is observable, and ‘subjective culture’, which is largely hidden – beliefs and habits. Subjective culture can therefore be a source of stress for expatriates working abroad. For instance, in staffroom dynamics this could cause misunderstandings between cultures whereby some individuals value hierarchical leadership (senior leaders) and may not converse frequently with subordinates (teachers).

‘Yoga’s holistic approach promotes relaxation, potentially mitigating the effects of stress faced by expatriate teachers.’

This post proposes that yoga’s holistic approach promotes relaxation, potentially mitigating the effects of stress. While little research directly focuses on expatriate teachers, studies on educators from various countries show how yoga has helped teachers internationally. For instance, a one-day yoga workshop in Uganda led to decreased negative emotions such as stress resulting from isolation (Matsuba & Williams, 2020). This demonstrates how yoga is effective in reducing stress and improving overall wellbeing, offering hope for international educators seeking relief from stressors. Furthermore, university staff in Nigeria participating in yoga sessions with cognitive behavioural therapy showed reduced stress symptoms (Igu et al., 2023). Also, Vallejos et al. (2016) examined the effects of a 20-week yoga intervention on children in care homes and staff. Participants reported benefits including stress reduction and increased sociability. The researchers promoted a community spirit through shared meals after yoga sessions, resulting in enhanced social togetherness facilitating mutual recovery and reducing stress.

These findings show how yoga could potentially help teachers abroad reduce stress as yoga promotes coping strategies, emotional regulation and a sense of community. As an intervention, it is recommended that school leadership implement a flexible programme of yoga classes on a regular basis depending on the institution’s resources and time. To help blend the classes in with participant schedules they can be as short as 30 minutes in duration. A brief information session at the beginning of the school year, highlighting the benefits of yoga, will help new employees during the acculturation process.

References

Alkhadher, O., & Al-Naser, H. (2006). Assessing occupational stress, strain, and coping for North American teachers in Kuwait. Psychological Reports, 99(3), 681–690. Ìý

Falk, A., Dufey, V., & Bartmann, P. (2007). Social comparison affects reward-related brain activity in the human ventral striatum. Science, 318(5854), 1307–1310. Ìý

Doki, S., Sasahara, S., & Matsuzaki, I. (2018). Stress of working abroad: A systematic review. International Archives of Occupational and Environmental Health, 91(7), 767–784. Ìý

Igu, N. C. N., Ogba, F. N., Eze, U. N., Binuomote, M. O., Elom, C. O., Nwinyinya, E., Ugwu, J. I., & Ekeh, D. O. (2023). Effectiveness of cognitive behavioral therapy with yoga in reducing job stress among university lecturers. Frontiers in Psychology, 13. Ìý

Matsuba, M. K., & Williams, L. (2020). Mindfulness and yoga self-care workshop for Northern Ugandan teachers: A pilot study. School Psychology International, 41(4), 351–367. Ìý

Triandis, H. C. (1975). Culture training, cognitive complexity, and interpersonal attitudes. In R. W. Brislin, S. Bochner, & W. Lonner (Eds.), Cross-cultural perspectives on learning (pp. 39–77). Sage.

Vallejos, E. P., Ball, M. J., Brown, P., Crepaz-Keay, D., Haslam-Jones, E., & Crawford, P. (2016). Kundalini yoga as mutual recovery: A feasibility study including children in care and their carers. Journal of Children’s Services, 11(4), 261–282.