In this study, the major purpose was to investigate the effects that previous international experience, pre-departure cross-cultural preparation, personality (extraversion, agreeableness, conscientiousness, neuroticism, and openness) and social support had on multicultural competence. A total of 108 English as a Second Language (ESL) teachers, living in either Taiwan or China, participated in the study. For the purpose of this study a quantitative approach was adopted. Results from the correlation analysis were used to show that the two variables of personality and pre-departure cross-cultural preparation have a positive effect on multicultural competence. The regression analysis showed the personality trait of openness and pre-departure cross-cultural preparation affected an ESL teacher‟s multicultural competence. Familial support was found to have a negative effect on multicultural competence while support from significant others was found to have a positive effect on multicultural competence.

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