A Survey Of Korean CPIK Teachers' Cross-cultural Adaptation

In recent years,China’s comprehensive strength has developed rapidly,more and more countries have added Chinese to the national education system,and the demand of Chinese teachers has risen sharply.The author went to South Korea as a volunteer Chinese teacher in 2019.During the 11 months of on-the-job internship,the author found that other volunteers encountered many problems in cross-cultural adaptation.Taking this as a starting point,the author takes Chinese teachers who go to Korea as the research object,and uses literature research,questionnaire surveys,interviews and other methods to study the degree of cross-cultural adaptation of CPIK teachers(also known as CPIK: Chinese Program in Korea).With the influencing factors of cross-cultural adaptation,we hope to put forward corresponding suggestions to help future CPIK teachers adapt to work and life in Korea faster and better.There are five parts in the full text:The introduction explains the reason for choosing the topic and expounds the significance of the research.It also summarizes the related research theories of cross-cultural adaptation.On the basis of theoretical study,the author puts forward two research questions for CPIK teachers in Chapter 1: One is the degree of cross-cultural adaptation of Korean CPIK teachers;the other is the influencing factors of CPIK teachers’ cross-cultural adaptation,and two hypotheses are put forward.The factors are: internal factors and external factors.Then five questionnaires were designed,including basic CPIK teacher information,cross-cultural adaptation,cross-cultural adaptation strategies,and social support.After collecting the questionnaires,the valid samples were analyzed for reliability and validity and data statistics.While ensuring the validity of the questionnaire,the author described and analyzed the survey results of Korean CPIK teachers’ cross-cultural adaptation in Chapter 2.In this part,the author first conducts a descriptive statistical analysis of the survey samples,and then uses the statistical analysis software SPSSAU20.0 to perform independent sample T-test and analysis of variance on the data,and obtains the influencing factors of CPIK teachers’ cross-cultural adaptation.In Chapter 3,the author conducted one-on-one interviews with 15 randomly selected CPIK teachers based on the results of the questionnaire survey.In order to be able to in-depth analysis of the problems encountered by CPIK teachers in cross-cultural adaptation and their reasons.Subsequently,the author draws the corresponding conclusions and suggestions by studying the cross-cultural adaptation of Korean CPIK teachers in Chapter 4.The conclusion is as follows: CPIK teachers have a relatively high degree of cross-cultural adaptation,but there are still some cultural conflicts in their daily work and life.In addition,the analysis results show that there are 9 factors that affect the cross-cultural adaptation of CPIK teachers: gender,age,education level,professional,cross-cultural strategies,and Korean proficiency among internal factors;social support,transnational experience,and availability among external factors Korean friends.Based on this,the author puts forward some targeted suggestions,in the hope that the follow-up CPIK teachers who go to Korea can adapt to life in Korea more quickly and better.