International Teachers’ Transition Experiences and Support in Deming Public Schools, New Mexico: Basis for Developing a Support Framework

This study examined international teachers’ transition experiences and support in Deming Public Schools, New Mexico, as a basis for developing a support framework. A qualitative descriptive design and purposive sampling involved six international teachers and three educational leaders. Face-to-face semi-structured interviews conducted in October 2026 were manually transcribed and analyzed using Braun and Clarke’s six-phase thematic analysis. Five themes described transition experiences, six addressed challenges, six concerned existing support, five reflected perceived support adequacy, and seven identified support needs. Transition involved cultural, institutional, instructional, interpersonal, and community adjustment. Existing support was helpful but not consistently timely, individualized, or sustained. Teachers identified needs for practical mentoring, cultural guidance, relocation assistance, social connection, and continuing support. The proposed framework integrates pre-arrival preparation and staged orientation; professional mentoring and instructional development; cultural and communication support; peer and community integration; relocation and personal adjustment assistance; and continuing monitoring and responsive support. The study concludes that transition requires coordinated institutional responsibility. Expert validation, stakeholder review, pilot implementation, and evaluation are recommended.