| Summary: | In the Cayman Islands the majority of government teachers are expatriate. This research study examines the experiences of nine expatriate teachers in the two government secondary schools in Grand Cayman. A case study approach was used with the bounded time from 2005, the year after Hurricane Ivan, to 2011, the second year of the transformation of the government secondary school system in Grand Cayman. Semi-structured interviews were conducted with eight participants from Caribbean and non-Caribbean nationalities. As an insider, being both an expatriate teacher and working in the government secondary school system in Grand Cayman, my autobiographical account was included in the data collected. The research study examined the reasons given for migration by these teachers as well as their recruitment and orientation into their Caymanian teaching experience. The accounts described, analysed and focused on how they adjusted professionally and personally to the new experiences. A year later a further interview was conducted with each available participant to gather what changes had occurred in their circumstances and the way they viewed their international posting. Push and pull factors such as finances, weather, seeing more of the world, lack of crime, improved family life were all described as important to varying degrees by the participants. An important feature that was recognized was the influence and support offered by having a confidant such as a spouse or close friend/roommate during the adjustment to the new environment. With this in place, there was less of a dependence on the wider community or diaspora. Also viewed as key was the need for the provision of accurate information about the society, the school and the curriculum before the teacher arrived on the island. This study recognises the potential for further research into the views of home country nationals and the impact of migratory practices on small island developing states in a globalised society.
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