‘I want to be a part of their conversation’: Asian immigrant teachers navigating belongingness in Australian schools

Figures & data

Table 1. Summary of participants and their characteristics.

	Participant	Gender	Age	Country of origin	Years teaching	School locality	School system	Levels/subjects
1	Angela	F	40s	Singaporean	10	VIC	Govt	Sec/Science
2	Renuka	F	30s	Sri Lankan	8	VIC	Govt	Pri/General
3	Marilyn	F	50s	Indian	18	VIC	Govt	Pri/General
4	Anusha	F	40s	Indian	20	Regional VIC	Govt	Pri/Maths
5	Kai Meng	M	30s	Singaporean	5	VIC	Faith-based	Sec/Maths
6	Janice	F	30s	Singaporean	8	VIC	Govt	Pri/General
7	Rehvinder	F	50s	Singaporean	25	Regional NSW	Faith-based	Sec/English
8	Michiko	F	40s	Japanese	18	VIC	Faith-based	Sec/Maths & Japanese
9	Kate	F	30s	Malaysian	9	VIC	Faith-based	Sec/Design & Technology
10	Nara	F	30s	Japanese	4	NT	Govt	Sec/English

Table 2. Key constructs and elements contributing to immigrant teachers’ belongingness.

	Immigrant teachers’ belongingness to their school community
Constructs	Professional identity	Vulnerability	Intercultural perspective
Elements	Employment status Skills and knowledge Perceived social positioning of teacher Beliefs and attitudes towards teaching & learning	Perceived teaching competence Ethnocultural identity Interaction with school community	Ethnocentric view Ethnorelative view

Figure 1. The teacher belongingness model illustrating circumstances that undermine and support immigrant teachers’ construction of belongingness.