Abstract
This study examines how educational system differences and ecological contexts influence foreign teachers’ perceptions of student success and their professional practices in multicultural classrooms. As global mobility increases, foreign educators encounter varying grading systems, curriculum structures, institutional expectations, and pedagogical approaches. These differences may shape how they define and support student success. The study investigates how such contextual challenges affect teachers’ ability to integrate into the host country’s educational system and align their instructional practices with local academic standards. The research is grounded in Bronfenbrenner’s Ecological Systems Theory, which frames teacher adaptation within multiple environmental layers: the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Using a qualitative-descriptive approach, the study analyzes how interactions across these ecological levels influence foreign teachers’ perceptions and instructional decisions in diverse educational settings. Findings indicate that foreign teachers demonstrate moderate success in adapting to classroom-level dynamics, particularly within the microsystem and mesosystem. However, broader ecological systems—such as national policies, societal norms, and historical educational shifts—exert comparatively limited direct influence on their day-to-day instructional practices. Instead, immediate institutional expectations and student interactions play a more significant role in shaping their perceptions of student achievement. The study highlights the importance of contextual sensitivity in supporting foreign educators. It recommends strengthening professional development initiatives focused on cultural orientation, policy awareness, and collaborative engagement with local teachers. By fostering structured integration mechanisms, institutions can better align foreign teachers’ instructional practices with local academic goals, thereby enhancing student success in multicultural learning environments.
