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r;'> Fig. 2. Interactive model of foreign-language proficiency, communication competence,effective intercultural interaction, and sociocultural adaptation, Masgoret & Ward, 2006.

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Chapter III: Study……………………….……33

3.1 Research Questions and Hypotheses……………….33

3.2 Methodology………….………..35

Chapter IV: Discussion…….….….….….69

4.1 Findings……..……………….…..70

Chapter V: Conclusion………….…..……….79

5.1 Concluding Statement……………….……………….79

5.2 Further Research………….……………….81

Chapter Four: Discussion

4.1 Findings

Research question one: How does institutional distance correlate to adaptation-Throughout the study, this has been the guiding question, it is with this question in mind thatthe research has moved forward and inquired about acculturation in the way it has. Lookingat the compiled data it shows that institutional distance has impacted the acculturation of theinternational educators, but the data does not show this relationship equally across study I andstudy II. Although the survey data in the study did show acculturation to be influenced bysupport structures that institutional distance is comprised of, the compiled variable ofinstitutional distance showed insignificant results on the acculturation patterns. The supportstructures that did show significant results are further addressed in Table. 2, but they arebetter acknowledged when discussing interpersonal networks, referred to the followingresearch question responses. The relationship between institutional distance and internationaleducator acculturation is more apparent in the Study II interview data.

Study II asked questions about institutional distance and how institutional distancerelates to international educator’s well-being and trust levels during and post COVID-19.Comparisons of pre and post COVID-19 were attempted through a series of questionsdirectly inquiring about life before the virus hit, but responses were weak and often juststated the job description without going into detail about how the work culture was beforeCOVID-19. Many participants could not get past what had happened in recent months andcould only speak to their recent experiences. The participants were very willing to discusshow the institutional crisis management during the outbreak had influenced their life choices,and this is a direct relation to how institutions are relevant to the adaption patterns of theinternational educators in Shanghai. Interviewee no. 3 is quoted as saying: “signing on foranother year was not my initial goal, but after seeing how everything is going I ampostponing connecting to myself, and now that's been put on the back burner...

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Chapter Five: Conclusion

5.1 Concluding Statement

Institutional distance does show to have a positive relationship with the adaptationpatterns of international educators. From the interview data collected, conclusions can bemade that under crisis circumstances institutional distance may have a more significantinfluence on the adaptation of international educators due to the inves本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。