scholarly journals Recruitment and Retention of International School Teachers in Remote Archipelagic Countries: The Fiji Experience

2019 ◽  
Vol 9 (2) ◽  
pp. 132 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Social Cognitive ◽  
International Schools ◽  
Large Population ◽  
Teaching Experience ◽  
International School ◽  
School Teachers ◽  
Managerial Styles ◽  
The Social ◽  
Negative Leadership

In current school environments, teacher recruitment, turnover, and retention present significant problems, particularly for rural and remote international schools in archipelagic countries. Employing the Social Cognitive Career Theory (SCCT), this study analyzed international school teachers with teaching experience at a Fijian international school about their career development, retention ideas, and the decision of teaching service. As there is not a large population of international school teachers in archipelagic countries due to the unique environment of the school and country, the researcher employed the Interpretative Phenomenological Analysis (IPA) to better understand six international school teachers who have taught and are teaching at one of the Fijian international schools. The study categorized two directions for leaving and staying at a remote location. Participants indicated that the managerial styles, negative leadership, and limited social networking were the most significant challenges while respectfulness and simple living style were the most significant advantages of their Fijian teaching experience. As this study mainly focused on the issues for rural, remote, and archipelagic countries, the result of this study serves as one of the first blueprints for organizational leaders in those regions to improve their management styles in order to recruit and retain their skillful professionals.

scholarly journals PENGEMBANGAN MODEL KURIKULUM PENDIDIKAN EKONOMI UNTUK MENYIAPKAN GURU PROFESIONAL DI SEKOLAH BERTARAF INTERNASIONAL

2013 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Dadang Dahlan ◽  
Neti Budiwati ◽  
Susanti Kurniawati
Keyword(s):  
Curriculum Design ◽  
Teacher Candidates ◽  
International Schools ◽  
Developed Countries ◽  
International School ◽  
Economic Education ◽  
Survey Method ◽  
Global Level ◽  
School Teachers ◽  
Competency Based

This study begins with a consideration of future challenges related to the need for international school teachers (SBI), which raises the question of how to design curriculum with competency-based approach in order to produce the teacher candidates that suit the needs of teachers in international schools (SBI )? The research objective is to be able to: 1) generate a description of strengths and weaknesses of curriculum designs that are being used; 2) produce a description of the implementation of a curriculum that is being implemented; and 3) produce a description of the competency standard (SKL) economics teacher candidates for international school (SBI) .The study was designed for 2 years using Research and Development, for the first year of this descriptive survey method, using the techniques of data collection in the form of documentation, questionnaires and interviews. The source data consists of lecturers, teachers, students and alumni who work at the international school (SBI).  Among other results it was found that department of Economic Education curriculum has weaknesses and strengths. Weaknesses include a) the design curriculum not in accordance with the need to generate international school teachers (SBI); b) the design of the curriculum have not loaded the competencies required of graduates to compete at a global level; c) curriculum design has not adopted the curriculum developed countries that excel in the field of education. While its power is a) curriculum design approach based on scientific disciplines (content based); b) curriculum has been outlined in the syllabus and SAP; and c) curriculum design is flexible. Judging from the implementation of the curriculum, that has not been implemented based learning competency-based curriculum (KBK), but from the aspect of SBI implementation of curriculum-based learning (learning) already contains the necessary aspects of learning in SBI. Starting from the results of this study suggested: in the face of global challenges of the department of  Economic Education is necessary to develop future curriculum design based CBC is consistently (consistently); implementation of the curriculum / learning must use a variety of approaches as expected by the curriculum, as well as to develop a curriculum thatcompliance-oriented international school teachers (SBI) must be rejected on the dotted-oriented curriculum development competency standards (SKL), which allows graduates can work in SBI and compete at a global level. Keywords: curriculum designs, competency-based, economic education

Social Psychology and Fabrication

2021 ◽  
pp. 89-109
Author(s):  
Ansar Abbas ◽  
Muhammad Saud ◽  
Dian Ekowati ◽  
Fendy Suhariadi
Keyword(s):  
Social Psychology ◽  
Content Analysis ◽  
Social Change ◽  
Human Development ◽  
Social Cognitive ◽  
Individual Behavior ◽  
Future Research ◽  
Current Debate ◽  
Managerial Styles ◽  
The Social

This chapter aims to review the current debate on and investigate individual behavior and confidence in leaders and organizations. This is done through content analysis on recent studies on leadership, social psychology, and the characteristics of individuals, society, and organizations. This study proposes a model to discuss cognitive, human involvement, personality traits, and social fabrics. The current debate's significant contributions alert organizations and individuals (leaders) about human development and social transmission in social change. Some primary challenges have been discussed, such as employees' perception of the organization, managerial styles, socio-psychological and cognitive development. The chapter argues that the social cognitive theory's lens can enrich individuals, society, and organizations to reach future research suggestions.

Host-Country Parent Perspectives on International Schooling: A study from Bahrain

2021 ◽  
Vol 20 (1) ◽  
pp. 3-18
Author(s):  
Lucy Bailey
Keyword(s):  
School Choice ◽  
Host Country ◽  
International Schools ◽  
Gulf Cooperation Council ◽  
International School ◽  
Social Meaning ◽  
Parent Perspectives ◽  
Acculturation Strategies ◽  
The Social ◽  
Choice Literature

Despite the rapid growth in international schooling worldwide, little attention has been paid to understanding why parents choose this kind of schooling and what they believe their choice has meant for their child. Most saliently, the extant literature has not considered the views of Arab parents, although a number of GCC (Gulf Cooperation Council) countries are seen as hubs of international schooling. This study explores international school choice in the Kingdom of Bahrain. Drawing on survey and interview data from Bahraini parents whose children attend international schools in Bahrain, this paper contributes to school choice literature, exploring what the parents see as the consequences of their choice. The concepts of acculturation strategies (Berry, 2003; Berry, 2005) and school choice as a technology of subjectification (Leyton & Rojas, 2017) are used to understand the social meaning of these parental decisions.

scholarly journals In Search of the Ideal Tool for International School Teachers to Increase their Global Competency: An Action Research Analysis of the Global Competency Learning Continuum

2020 ◽  
Vol 19 (1) ◽  
pp. 23-37
Author(s):  
Adam Carter
Keyword(s):  
Public Schools ◽  
International Schools ◽  
Educational Institution ◽  
International School ◽  
Global Knowledge ◽  
School Teachers ◽  
Global Competency ◽  
Intercultural Skills ◽  
New Instrument ◽  
Resource Library

It is clear that if international school teachers are to be able to properly prepare students for a 21st century globalized workplace, they must first develop the global competence and intercultural skills needed to implement their students’ development of global knowledge, skills and attitudes. Unfortunately, in many public schools and international schools, teachers do not possess the global competency needed to do so effectively. Since it can be expensive and ambitious to instill global competency in teachers on a school-wide, district-wide or nation-wide level, it may be more feasible for individual teachers to address their global competency deficit and take the necessary steps to improve it. There are several tools that can be used by individual teachers seeking to improve the awareness, skills and dispositions needed to become a truly globally competent teacher. This study focused on an innovative new tool, the Global Competency Learning Continuum (GCLC), which was designed for teachers and offers a resource library to help teachers address their shortcomings in twelve different levels of global competency. The research sought to ascertain whether the Global Competency Learning Continuum is an appropriate tool for international school teachers to use to assess and improve their global competency – or if there is a demand for an entirely new instrument that is more applicable to international school teachers. After reviewing research from surveys of international teachers, the data indicates that the Global Competency Learning Continuum is a promising and effective tool for use by international school teachers. It is the only tool designed specifically for teachers by a highly-respected educational institution, is free of charge and offers a valuable trove of resources for teachers who wish to actively improve their global competency.

Exploring Teacher Identity in International Schools: Key Concepts for Research

2019 ◽  
Vol 18 (2) ◽  
pp. 125-141
Author(s):  
Lucy Bailey ◽  
Lucy Cooker
Keyword(s):  
Teacher Identity ◽  
International Schools ◽  
International School ◽  
Structured Interviews ◽  
School Teachers ◽  
Teacher Shortages ◽  
Key Concepts ◽  
Postgraduate Studies ◽  
Key Aspects

This paper explores the identity of teachers in international schools who are embarking on postgraduate studies in education. Based on semi-structured interviews with 20 teachers starting an international qualification, it establishes key aspects of their identity and notes that they feel distinct from teaching professionals in their passport countries. From this discussion, a tool-box of concepts for understanding the identity of international school teachers is suggested, together with a typology of international school teachers echoing Hayden & Thompson’s (2013) typology of international schools. It is suggested that these concepts require further exploration and empirical substantiation in order both to understand their implications for addressing teacher shortages and to understand the knowledge, skills and attitudes that teachers with non-conventional qualifications and backgrounds may offer to schools.

Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework

2020 ◽  
Vol 19 (2) ◽  
pp. 155-171
Author(s):  
Adam Poole
Keyword(s):  
Lived Experience ◽  
Teacher Identity ◽  
International Baccalaureate ◽  
International Schools ◽  
School Teacher ◽  
A Priori ◽  
National Curriculum ◽  
International School ◽  
Interview Data ◽  
School Teachers

This paper responds to Bailey and Cooker’s (2019) paper entitled ‘Exploring Teacher Identity in International Schools: Key Concepts for Research’ in which the authors offer a typology of international school teachers based on interviews with non-qualified teachers. This paper builds upon the typology of international school teachers by offering a framework for researching international school teacher identity. The framework is illustrated by interview data with an expatriate teacher in a Chinese Internationalised School, both of which remain under-researched. Chinese Internationalised Schools typically cater to local middle-class elites and offer some form of international curricula, such as the International Baccalaureate Diploma, alongside study of the Chinese national curriculum. Rather than utilising a priori teacher types derived from existing typologies, the framework utilises teachers’ lived experiences to inductively construct a ‘snap-shot’ of their teacher identity. Drawing upon postmodern approaches to teacher identity, identity is conceptualised as an ongoing dialogic process. Interview data with an international school teacher called Tyron (a pseudonym) is utilised in order to take the reader through how the framework is intended to be put into practice. The framework is an alternative approach to researching international school teachers that guides researchers away from labelling teachers by observation and instead looks at what they do and their histories. Moreover, this approach involves both the researcher and the teacher, and not, as is typically the case, only the researcher.

Relationship between the Social Emotional Competences of Secondary School Teachers and Students in a virtual teaching experience

2021 ◽  
Author(s):  
Mario Armando Cartagena-Beteta ◽  
Maria Inmaculada Pedrera-Rodriguez ◽  
Francisco Ignacio Revuelta-Dominguez ◽  
Edith Soria-Valencia ◽  
Reyles Rivera-Oliva
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Social Emotional ◽  
School Teachers ◽  
The Social ◽  
Teachers And Students ◽  
Virtual Teaching
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