Abstract
This study aims to understand immigrant teachers' professional adaptation experiences. Qualitative analysis of the data collected from a series of interviews with 10 Asian Australian immigrant teachers revealed that immigrant teachers' professional adaptation is underpinned by a sense of belonging to the school community, which is constructed from their professional identity, sense of vulnerability, and intercultural perspectives. The findings demonstrate that professional adaptation is a complex and multidimensional phenomenon. A more comprehensive and nuanced understanding of the constructs that affect professional adaptation and their interactions can increase the momentum for structural changes to harness the diversity of the teaching workforce by mobilising the strength and talent of immigrant teachers.
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