Emotional Intelligence in the Process of Workplace Adaptation: A Study of Foreign English as a Second Language Teachers in Cram Schools in Taiwan

Abstract

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The adaptation of foreign English as a Second Language (ESL) teachers in Taiwanese cram schools has become an increasingly relevant topic as these institutions continue to hire international educators. However, the adaptation process is often fraught with institutional, emotional, and cultural stressors that can hinder professional integration and well-being. This study investigates the lived experiences of foreign ESL teachers to understand (a) the main challenges they encounter during their workplace adaptation and (b) how the five dimensions of Emotional Intelligence (EQ) assist in navigating these challenges. A qualitative design grounded in Merriam and Tisdell’s (2015) approach to thematic analysis was employed. Twenty-three foreign ESL teachers were interviewed, and data were coded inductively. First, the results reveal that the challenges faced during adaptation fall into four major categories: cultural and structural workplace barriers, lack of institutional support, instructional and language challenges, and emotional and professional strain. These findings highlight the presence of misalignment between institutional expectations and teachers' pedagogical values. Second, participants demonstrated a reliance on Emotional Intelligence, particularly self-regulation, empathy, and motivation, to maintain resilience, manage interpersonal dynamics, and adapt to unfamiliar environments. Findings also revealed emerging themes such as the tension between pedagogical autonomy and institutional conformity, and the emotional complexity of using Chinese in bilingual workspaces. The study provides practical implications for teacher training programs and cram school management. Suggestions are offered for improving onboarding practices, communication systems, and emotional support structures to enhance long-term teacher retention and well-being.