Purpose

International schools shaped by Western influences serve as cross-cultural spaces where ethnic Chinese teachers often navigate tensions in identity formation and professional adaptation. This study examines how Chinese language teachers negotiate cross-cultural complexities in teaching, collegial relationships, and parent interactions in international schools in Taiwan.

Design/methodology/approach

This study adopts a dual-theoretical lens. An etic perspective draws on Hofstede’s (1980, 2011) cultural dimensions to frame outsider-oriented observations of cultural difference. In contrast, an emic perspective builds on Dai’s (2023) Folds of Culture, a metaphor that conceptualizes adaptation as an iterative process of activation, solidification, and extension. Together, these frameworks support a holistic examination of cross-cultural dynamics in international schools. Applying a narrative inquiry approach, the study interviewed 30 teachers across seven internationally accredited schools. Data were grouped by school cluster and categorized into three areas: pedagogy, teacher-student-parent relationships, and collegial interactions. Thematic analysis was applied to identify recurring patterns and emerging themes.

Findings/results

Findings reveal that Chinese language teachers are not passive recipients of Western norms but active agents who interpret, negotiate, and adapt to cultural expectations. Their adaptation is shaped by institutional structures, accreditation mandates, parental expectations, and personal agency. This study introduces a typology of four adaptive roles: Activator, Boundary Tester, Comforter, and Synchronizer. These roles illustrate the diverse ways teachers reposition themselves across contexts and challenge binary notions of assimilation and resistance.

Originality/value

This study bridges cultural theory and teacher education by using Taiwan as a case to examine how cultural heritage intersects with Western-dominated school norms. The proposed typology contributes a conceptual framework for understanding the professional strategies of culturally minoritized educators within transnational education.

Implications for policy/practice

This study informs the design of professional development that equips teachers with intercultural strategies for navigating culturally diverse school environments. It also offers guidance for school leaders to establish supportive structures that recognize Chinese teachers’ cultural strengths and foster inclusive, collaborative cultures.