Presentation on theme: "A Global Study of International Teacher Recruitment"— Presentation transcript:
1 A Global Study of International Teacher Recruitment Presented by Dale CoxInternational school of BeijingLehigh universityWithCouncil for International SchoolsInternational school servicesSearch-AssociatesIntroduction:Lehigh, ISS, CIS, and Search1,543 of 3,428 estimated760 on second33 variables of schools and jobsReceived requests from the agencies with encouragement to participate—likely the most active, engaged candidates
2 Essential Questions What is successful recruiting? What are teachers looking for? What are the implications of that?What does the process look like in ?What trends/changes will occur in the next five years?How does this information help a school improve its recruiting efforts?
3 What are the changes and trends in recruiting? Activity OneWhat are the changes and trends in recruiting?
20 Employed in Preferred Region Most candidates have a plan and execute it with some successn = 709
21 Employed at Preferred School But not complete success…
22 Activity TwoWhat characteristics of schools and jobs are most influential in candidate choices?
23 Part III: Candidate Perceptions of Schools/Jobs
24 Underlying Factors in the Recruiting Process Seven underlying factors(in order of strength of influence)Relationship with school leadershipExternal work conditionsProfessional satisfactionPersonal well-beingProfessional growthCompensation and career advancementWanderlust (the desire to travel/explore)Possible Inferences:The relationship w/school leaders > specific school and job characteristics.Responses do exhibit consistent patternsFormulating recruiting strategies, preparing recruiting materials and communications, and approaching candidates.n = 1,543
25 Years of Full-time Teaching Experience Candidate TOTAL experience distributed over first 15 years, but….n = 1,543
26 Years of Full-time Overseas Teaching Experience Overseas experience is heavily in first 5 years, then first 10. This has significant recruiting implications.
27 Less Overseas Experience: Variables valued more than experienced teachers Opportunities for travel and cultural exploration*Availability of resources and materials/equipment for doing job*Safety of environment*Social relationships with colleagues*General work conditions*Opportunity to make a difference in the lives of others*Job description or responsibilitiesClassroom resourcesOpportunities for professional developmentOpportunities for professional advancement or promotionJob security50% of candidates exhibit these differences from more experienced candidatesVaried concernsPersonal perspectiven = 1,543 *Significant at .001 level
28 More Overseas Experience: Variables valued more than those with less experience Benefits (e.g. health insurance, retirement)*Salary*Influence over workplace policies and practices*Support from administratorsEmployment for spouseOther candidates have more focused concernsCareer perspectiven = 1,543 *Significant at .001 level
29 Stages of the Recruiting Process At the time of job decision, responses to nearly all variables were lower than at the beginning of the process.One variable tended to remain the same or increase at the time of job decision: perception of how things are run at the school.Possible inferences:What attracts candidates to a school and what “closes the deal” are not the same.Creating an applicant pool requires address a broad spectrum of candidate interests.The relationship with school leaders increases in significance at the time of job decision.Applicants deciding will be strongly influenced by their trust in and relationship with school leaders.
30 Dependents Variables valued significantly more by those without dependents:Social relationships with colleagues*Making a difference for others*Travel and cultural exploration*How things are run at the school*Job description and responsibilitiesSense of accomplishmentResources and materialsAutonomy in classroomGeneral work conditionsIntellectual challengeLearning from colleaguesSupport from administrators Variables valued significantly more by those with dependents:Benefits*Employment for partner*SalaryBalancing personal life and workSecurity and safety in host country Possible inferences:The gap in perceptions between those with and without dependents is clear and substantial.Those without dependents have a much broader and varied focus: social needs/relations with colleagues, personal satisfaction, job conditions, relationship with school leaders.Having dependents changes candidates’ focus very strongly to income and family needs.n = 1,543 *Significant at .001 level
31 Gender n = 1,543 *Significant at .001 level Variables valued significantly more by males: Employment for partner*Variables valued significantly more by females (in order of strength of difference)Social relationships with colleagues*Resources and materials--general*Work conditions*Travel and cultural exploration*Administrative respect for teachers*Classroom resources*Job description*Safety of environment*Personal security and safety in host country*Manageability of workloadJob securitySense of personal accomplishmentSupport from administratorsMaking a difference for othersProfessional advancement and promotionIntellectual challengeClass sizeThe way things are run at the schoolAbility to balance personal life and workAutonomy over classroomn = 1,543 *Significant at .001 level
32 Partner Variables valued significantly more by those with a partner: Employment for partner*Variables valued significantly more by those without a partner:Social relationships with colleaguesSense of personal accomplishmentClassroom resourcesTravel and cultural explorationPerformance evaluation proceduresIntellectual challenge Possible inferences:Candidates without a partner have more varied emphases in their job searches.Candidates with a partner are more focused on practical needs of employment.n = 1,543 *Significant at .001 level
33 Preferred Teaching Level No patterns of difference, except candidates preferring AP/IB positionsVariables valued significantly more by those preferring AP and IB teaching:Teaching assignment/grade levelVariables valued significantly less by those preferring AP and IB teaching:Social relationships with colleaguesResources and materials for doing the jobJob securityTravel and cultural explorationPersonal security and safety of environmentPossible inferences:Teachers of various levels do not differ consistently in how they view school characteristics.Specialized high school teachers have a more specific focus in job searches, looking for specific positions to the exclusion of some other variables.n = 1,543
34 What are the implications for recruiting at your school? Activity ThreeWhat are the implications for recruiting at your school?
35 Part IV: Research on International School Teacher Turnover
36 NESA Region Study What…? 248 teachers in NESA schools (2009) Average turnover rate in 22 NESA schools was 17%, ranging from 0% to 60%Strongest correlate in retention was supportive head of schoolOther correlates:AgeSatisfaction with salaryMancuso, S., Roberts, L., & White, G.P. (2010). Teacher retention in international schools: The key role of school leadership. Journal of Research in International Education, 9,
37 CIS Study What variables most influential in turnover decisions? 281 teachers from CIS database (2007)Administrative leadershipCompensationPersonal characteristicsOdland, G., & Ruzicka, M. (2009). An investigation into teacher turnover in international schools. Journal of Research in International Education, 8, 5-29.
38 Tanganyika Case StudyWhat recruitment and retention factors influence international teacher employment decisions?(To be added…)Wood, P.D. (2007). Factors affecting faculty turnover at an international school. Unpublished master’s thesis, University of Bath, Bath, United Kingdom.
40 What does it mean?The relationship with school leaders is critical, especially for closing the dealDifferentiated approaches to recruitment make senseHiring prior to fairs is a significant trendWhat attracts a candidate and what closes the deal are not the sameExperience changes teacher priorities in recruitment: personal vs. career focusSalary and benefits are “pass/fail” criteria?
41 Studies of International Teacher Recruitment and Turnover Cox, D. (2011). A global study of international teacher recruitment. Unpublished doctoral dissertation, Lehigh University, Bethlehem, PA.Hardman, J. (2001). Improving recruitment and retention of quality overseas teachers. In S. Blandford, & M. Shaw (Eds.), Managing International Schools (pp ). New York: Routledge.Mancuso, S., Roberts, L., & White, G.P. (2010). Teacher retention in international schools: The key role of school leadership. Journal of Research in International Education, 9,Odland, G., & Ruzicka, M. (2009). An investigation into teacher turnover in international schools. Journal of Research in International Education, 8, 5-29.Wood, P.D. (2007). Factors affecting faculty turnover at an international school. Unpublished master’s thesis, University of Bath, Bath, United Kingdom.Author contact for additional information about this study: