The Educational Management Challenges and Response Strategies in a Multicultural Context of the United States: The Practice of Confucius Institutes

Abstract

With the increasing globalization of education, Confucius Institutes face significant challenges in managing multicultural education. Teachers encounter difficulties related to cultural adaptation, language barriers, pedagogical adaptation, and professional development, which directly affect their job satisfaction. Addressing these challenges is crucial for enhancing the effectiveness of Confucius Institutes and ensuring a sustainable and high-quality international teaching environment. This study is grounded in the multicultural education theory and the cross-cultural management theory, aiming: 1) To identify the challenges encountered by Confucius Institutes in educational management within a multicultural environment; 2) To evaluate the effectiveness of current educational management strategies; 3) To analyze the impact of multicultural educational management on teacher job satisfaction; and 4) To provide recommendations for optimizing the educational management model of Confucius Institutes.
This study employed a mixed methods research methodology to systematically analyze the relationship between multicultural educational management and teachers’ job satisfaction. A structured questionnaire was conducted among teachers working in Confucius Institutes, with a total of 400 questionnaires distributed and 317 valid responses collected for empirical analysis. Statistical analysis techniques were used to examine the impact of cultural adaptation, language barriers, pedagogical adaptation, and professional development support on teachers’ job satisfaction. This study was grounded in a clearly defined theoretical framework and further supported by a SWOT analysis to assess internal and external influences on educational management practices.
The findings indicate that pedagogical adaptation and professional development support positively contribute to teachers’ job satisfaction, whereas cultural adaptation difficulties and language barriers negatively impact it. Specifically, institutions with structured teacher training programs, cultural adaptation initiatives, and bilingual support mechanisms demonstrate higher levels of teachers’ job satisfaction. Furthermore, professional development opportunities significantly enhance teachers’ career fulfillment and institutional commitment.
Based on these findings, this research suggests the implementation of structured cultural adaptation programs, enhancement of language support systems, development of targeted pedagogical training, and strengthening of professional development pathways. These strategies aim to create a more supportive and effective multicultural educational management framework in Confucius Institutes.

Keywords: multicultural education management, Confucius Institutes, teacher job satisfaction, multiculturalism

6517195825 Yijin Zhao, 2568(2025). Advisor: Dr. Zhang Li, สารนิพนธ์ (Independent Study), The Educational Management Challenges and Response Strategies in a Multicultural Context of the United States: The Practice of Confucius Institutes, ตีพิมพ์ในวารสาร (Journal Name), International Journal of Sociologies and Anthropologies Science Reviews, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration, International Business Management, Siam University, Bangkok, Thailand – มหาวิทยาลัยสยาม กรุงเทพมหานคร ประเทศไทย