The Conditional Integrative Model of Teacher Migration: A Qualitative Evidence Synthesis of J-1 Educators in U.S. Schools

The global shortage of educators has intensified reliance on J-1 exchange teachers in U.S. schools; however, the processes through which these teachers adapt professionally and instructionally remain under-theorized. Purpose: This qualitative systematic review synthesizes existing empirical research to examine how J-1 exchange teachers navigate classroom practice, professional identity, and institutional conditions during their transition into U.S. schools. Methods: Following PRISMA 2020 guidelines, a systematic search of ERIC, Scopus, and PsycInfo identified 11 qualitative studies meeting inclusion criteria. Data were synthesized using higher-order thematic synthesis and cross-study comparative analysis. Findings: The synthesis consolidated 27 initial themes into five integrative findings that describe teachers’ experiences related to transition challenges, professional identity shifts, instructional adaptation, relational and emotional coping, and structural conditions shaping adjustment. Across studies, adaptation emerged as a non-linear process influenced by both individual effort and institutional context. Conclusion: Drawing on these patterns, the study proposes a Conditional Integrative Model of Teacher Migration, which conceptualizes teacher adaptation as contingent upon the interaction of pedagogical adjustment, relational support, and structural conditions rather than individual resilience alone. This review contributes to a synthesis-based framework that may inform induction design, institutional support structures, and future research on international teacher migration.