ADMINISTRATIVE CULTURES AND TEFL LECTURERS' PRIVATE EXPERIENCES: AN EXPLORATORY STUDY AT CHINESE UNIVERSITIES.

Abstract

The aim of this exploratory research is to examine the comparison between the individual experiences of Teaching English as a Foreign Language (TEFL) instructors in China and the prevailing administrative cultures. They want to enhance comprehension of the relationships between these two sorts of interactions. This study aims to elucidate the impact of diverse governance structures, bureaucratic procedures, and institutional practices on professional responsibilities and individual health. The objective of this research is to get insights into the influence of these variables on both components. Administrative cultures may impact academics' personal lives, as well as academic freedom, assessment techniques, and the distribution of tasks. Cultural background affects how adaptable are, how well they combine work and life. Organisational cultures affect both of these things. The research highlights the challenges encountered by TEFL teachers in the classroom via qualitative observations. These difficulties become worse because of things like hierarchical management, a lack of human agency, and cultural norms that are hard to change. Some of the traits are as follows. The study also highlights the opportunity for professional progression and the interaction among individuals from diverse ethnic and religious backgrounds. Consequently, it is important to comprehend the complexities of academic life in China via the perspective of administrative cultures. This is why rules that find a balance between holding institutions accountable and giving faculty freedom are so important. It is really important to think carefully about this part. The results of this research contribute to ongoing discussions on the role of university administration and its implications for the lives of international faculty in contemporary globalised classrooms.