Crafting an Expatriate Teacher Identity: A Narrative Inquiry of an International Professor

Objectives This study aimed to explore how an international professor teaching in the Philippines developed his expatriate teacher identity. As international academics represent a rapidly growing demographic in higher education, their lived experiences remain insufficiently studied. Methods To address this research gap, the study used narrative inquiry to examine the professor’s identity construction and the factors influencing it. Data were collected through semi-structured interviews, follow-up Zoom meetings, and email correspondence. The analysis was guided by Poole’s (2020) framework for international school teacher identity, focusing on the participant’s personal, professional, and cross-cultural experiences. Results The findings revealed that the professor identified himself in several key roles, including a facilitator of learning, a contributor fostering a positive environment, a role model for ethical practices, an advocate for students’ spiritual well-being, a supportive peer, and a humble learner who embraced cultural diversity. His identity was shaped by various factors, including childhood experiences, influential individuals, intercultural encounters, and his faith. Conclusions This study highlighted how personal challenges, intercultural experiences, and faith shaped an international professor’s teacher identity in a faith-based context. It underscores the need for professional development in intercultural awareness and further research on the role of faith in teacher formation.