An Inquiry into Thai Dance Appreciation of Foreign Filipino Teachers in Thailand

Grounded in Bourdieu’s Cultural Capital Theory, Deardorff’s Intercultural Competence Model, and Ajzen’s Theory of Planned Behavior, this qualitative phenomenological study explored Thai dance appreciation among ten Filipino educators at Assumption College Lampang, examining how Appreciative Inquiry enhances cultural understanding. Data gathered through semi-structured interviews, focus groups, and observations were analyzed using Braun and Clarke’s thematic framework. Findings revealed three core influences on appreciation: cultural immersion, educational support, and institutional context. Direct participation in school festivals, temple ceremonies, and hands-on workshops deepened teachers' understanding of Thai dance as a spiritual, narrative art form. Access to cultural explanations, museum visits, and peer collaboration eased language barriers and technical hesitations. Comparative analysis between Thai and Filipino traditions generated a "double appreciation," strengthening both national identity and intercultural empathy. While limited prior exposure and linguistic hurdles initially restricted instructional confidence, institutional support, student demonstrations, and digital tools enabled teachers to adopt culturally responsive, interactive teaching methods. The study concludes that foreign educators act as vital "cultural mediators." Strengthening immersion programs and professional development can foster cross-cultural relationships, elevate global citizenship, and enhance foreign teachers' integration within Thai educational communities.