The Relationship between Social Adaptation and Well-Being and Social among Teachers A Sociological Study on a Sample of Expatriate Teachers in Governmental Schools in the State of Kuwait

Document Type : Original Article

Authors

أستاذ أصول التربية المشارك- جامعة الكويت.

Abstract

This study aimed to explore the relationship between social adaptation and social well-being among expatriate teachers in public schools in Kuwait. Additionally, it sought to identify statistically significant differences at the (0.05) level regarding the nature of the relationship between well-being and adaptation across seven dimensions based on demographic variables (gender, marital status, years of work, and nationality). The study adopted a descriptive survey methodology, collecting data through a questionnaire from (1,272) expatriate teachers from (17) governmental schools in Alahmadi Educational District in the State of Kuwait. The study's dimensions include cultural well-being, social integration, administrative support, occupational well-being, social support, social balance, and physical well-being. The results showed a positive relationship between social adaptation and social well-being among expatriate teachers, with a high degree of alignment across all dimensions. "Cultural well-being" received the highest score, while "physical well-being" scored the lowest. Additionally, no statistically significant differences were found based on demographic variables, indicating that factors such as gender or nationality do not significantly affect the relationship between adaptation and well-being. In conclusion, the results suggest that a supportive school environment that integrates cultural, social, and occupational support contributes to enhancing the social adaptation and well-being of expatriate teachers, thereby improving their professional performance.

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References

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