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PRESENTED BY DALE COX INTERNATIONAL SCHOOL OF BEIJING LEHIGH UNIVERSITY WITH COUNCIL FOR INTERNATIONAL SCHOOLS INTERNATIONAL SCHOOL SERVICES SEARCH-ASSOCIATES.

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Presentation on theme: "PRESENTED BY DALE COX INTERNATIONAL SCHOOL OF BEIJING LEHIGH UNIVERSITY WITH COUNCIL FOR INTERNATIONAL SCHOOLS INTERNATIONAL SCHOOL SERVICES SEARCH-ASSOCIATES."— Presentation transcript:

1 PRESENTED BY DALE COX INTERNATIONAL SCHOOL OF BEIJING LEHIGH UNIVERSITY WITH COUNCIL FOR INTERNATIONAL SCHOOLS INTERNATIONAL SCHOOL SERVICES SEARCH-ASSOCIATES A Global Study of International Teacher Recruitment

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 Activity One What are the changes and trends in recruiting?

4 Part I: Demographic Profile of Candidates

5 Gender

6 Age

7 Years of Full-time Teaching Experience

8 Years of Full-time Overseas Teaching Experience

9 Nationality

10 Dependent Children

11 Teaching Partner

12 Preferred Teaching Level

13 Part II: The Recruiting Process

14 Total Recruiting Agency Registrations n = 1,543

15 Job Fairs Attended n = 646

16 Completed Fair Process n = 782

17 Reasons for Not Completing Full Fair Process

18 Targeted Specific Regions n = 1,543

19 First and Second Choice Regions

20 Employed in Preferred Region n = 709

21 Employed at Preferred School

22 Activity Two What 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) 1. Relationship with school leadership 2. External work conditions 3. Professional satisfaction 4. Personal well-being 5. Professional growth 6. Compensation and career advancement 7. Wanderlust (the desire to travel/explore) n = 1,543

25 Years of Full-time Teaching Experience n = 1,543

26 Years of Full-time Overseas Teaching Experience

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 responsibilities  Classroom resources  Opportunities for professional development  Opportunities for professional advancement or promotion  Job security n = 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 administrators  Employment for spouse n = 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.

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 responsibilities  Sense of accomplishment  Resources and materials  Autonomy in classroom  General work conditions  Intellectual challenge  Learning from colleagues  Support from administrators Variables valued significantly more by those with dependents:  Benefits*  Employment for partner*  Salary  Balancing personal life and work  Security and safety in host country n = 1,543 *Significant at.001 level

31 Gender 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 workload  Job security  Sense of personal accomplishment  Support from administrators  Making a difference for others  Professional advancement and promotion  Intellectual challenge  Class size  The way things are run at the school  Ability to balance personal life and work  Autonomy over classroom n = 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 colleagues  Sense of personal accomplishment  Classroom resources  Travel and cultural exploration  Performance evaluation procedures  Intellectual challenge n = 1,543 *Significant at.001 level

33 Preferred Teaching Level No patterns of difference, except candidates preferring AP/IB positions Variables valued significantly more by those preferring AP and IB teaching:  Teaching assignment/grade level Variables valued significantly less by those preferring AP and IB teaching:  Social relationships with colleagues  Resources and materials for doing the job  Job security  Travel and cultural exploration  Personal security and safety of environment n = 1,543

34 Activity Three What 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 school Other correlates:  Age  Satisfaction with salary 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,

37 CIS Study What variables most influential in turnover decisions? 281 teachers from CIS database (2007)  Administrative leadership  Compensation  Personal characteristics Odland, G., & Ruzicka, M. (2009). An investigation into teacher turnover in international schools. Journal of Research in International Education, 8, 5-29.

38 Tanganyika Case Study What 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.

39 Part V: Implications

40 What does it mean? The relationship with school leaders is critical, especially for closing the deal Differentiated approaches to recruitment make sense Hiring prior to fairs is a significant trend What attracts a candidate and what closes the deal are not the same Experience changes teacher priorities in recruitment: personal vs. career focus Salary 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, 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:


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