International School Teachers in Iran and Their Intercultural Communicative Competence: Does Sociocultural Background Make a Difference?

Abstract

This research study examined international school teachers’ perceptions of Intercultural Communicative Competence (ICC), and whether or not the teachers’ sociocultural background could predict their ICC level. To collect data, 55 international school teachers participated in the quantitative phase of the study, out of which nine were selected for a semi-structured interview in the qualitative phase. Participants were requested to complete two questionnaires, one to gather demographic information and one to assess their perceptions and level of ICC (Yildiz, 2016; Zhou, 2011). The results of data analysis showed that, in the context of teachers working in international schools in Tehran, sociocultural factors such as age, number of countries visited and duration of the visits, and number of languages spoken, could not predict teachers’ perception of ICC; gender was the exception. The quantitative findings revealed the lack of connection between prior international experience of the teachers and their ICC perception. Teacher participants found ICC as a way of respecting other cultures and accepting cultural differences. They also believed that attending international schools would positively affect students and teachers’ cultural identity.