Browsing by Subject "International schools"

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    Examining Factors Which Influence Expatriate Educator Turnover in International Schools Abroad
    (2017-06) Gomez, Franklyn
    Abstract The purpose of this study is to determine factors affecting the departure of expatriate teachers and expatriate administrators from international schools. The sample for this study is expatriate administrators and expatriate teachers from schools associated with the Association for the Advancement of International Education (AAIE). Expatriate teacher departure is greatly influenced by the teacher’s age as well as the number of dependent children they have. Though not statistically significant, personal factors (i.e. relationships with family, retirement, and a feeling that it is time to move on) are frequently mentioned as reasons for departure. Supportive leadership and improved working conditions are both seen as potential means to pro-longing the expatriate teacher’s service at the international school. Expatriate administrators report that personal factors are influential in their reason for leaving an international position. Family concerns as well as retirement are often reported as a rationale for departure which falls under personal factors. The opportunity to professionally advance in another school is a potential reason to leave an international position as an expatriate administrator. Working conditions concerns also contribute to expatriate administrator turnover in international schools.
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    Teachers' views regarding ways in which the intercultural competence of students is developed at an International school in Southeast Asia: a mixed methods study
    (2013-08) Hornbuckle, Gavin Christopher
    This study is a mixed methods investigation of teachers' views regarding the ways in which the intercultural competence (ICC) of students is developed at an international school in Southeast Asia. To gather data for the study a survey was administered to approximately 90 teachers in the high school section of an international school in Asia to which forty-six teachers responded. The statistical software SPSS was used to analyze the survey data. In addition, nine teachers were interviewed and administered the Intercultural Development Inventory (IDI). Demographic data were also gathered. The results of the study indicate that, in the view of teachers, there are four primary ways that the intercultural competence of students is developed at an international school in Southeast Asia: 1) By spending time with students of other nationalities, 2) The way in which the curriculum is taught in the classroom, 3) By a school environment that is supportive of cultural diversity and 4) By being proficient in English. Results of the IDI show that the nine teachers to whom it was administered had a group Developmental Score that fell within the range of low Minimization, indicating a more ethnocentric world-view, which is consistent with other studies investigating the intercultural competence of teachers in K-12 settings. Teachers whose Developmental Scores fell within Polarization focused on student nationality, culture and difference to a greater extent than those whose Developmental Scores fell within Minimization. These finding indicate that teachers believe immersion in cultural difference is sufficient for the intercultural competence of students to develop, however a growing body of literature points out that this is not the case. The IDI results indicate that teachers may not be prepared to be cultural mentors. There is a need for increased focus on intercultural competence in leadership and professional development programs in K-12 settings, as well as further research into the outcomes of curricular and co-curricular programs in international schools.