Gomez, Franklyn2017-10-092017-10-092017-06https://hdl.handle.net/11299/190566University of Minnesota D.Ed. dissertation.June 2017. Major: Organizational Leadership, Policy, and Development. Advisor: Deanne Magnusson. 1 computer file (PDF); vi, 424 pages.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.enAdministratorExpatriate educatorsInternational schoolsRetentionTeacherTurnoverThesis or Dissertation