Professor Adéle Potgieter , Dr Gabriella Berman
Abstract
This study explores the interplay of tourism, culture, and location in shaping the experiences of English as a Foreign Language (EFL) teachers in China, emphasising their role as informal tourism ambassadors. Amid China’s growing demand for English education, EFL teachers become deeply engaged with the country’s cultural and tourism landscapes, which in turn influences their satisfaction and professional engagement. Using a quantitative approach, data from 379 EFL teachers were analysed to examine how travel opportunities, cultural immersion, and geographic location impact overall experience. Findings reveal strong correlations between cultural factors (r = 0.55), lifestyle (r = 0.50), location (r = 0.54), and satisfaction, with tourism opportunities showing a moderate link (r = 0.44). Regression analysis highlights location and lifestyle as significant predictors, with teachers in urban centres and those with enriched lifestyles reporting higher satisfaction (odds ratios of 2.36 and 2.88, respectively). Cultural immersion through festivals and local customs mitigates culture shock, while access to tourism enhances professional narratives. However, rural placements pose challenges, such as isolation, underscoring the need for targeted support. The study offers actionable insights for educational institutions and tourism stakeholders to enhance teacher well-being, retention, and China’s appeal as a work-tourism destination. Recommendations include structured cultural programs, quality housing, and tourism partnerships. Despite the limitations of convenience sampling, the findings contribute to an understanding of expatriate experiences, advocating for the integration of strategies to leverage EFL teachers’ dual roles in education and cultural promotion.