International schools are changing!

Wherever they operate in the world, international schools have adapted to changes in their physical, social, and economic environment. They have also reacted to local market demand as the need for on-the-ground expatriate workers has declined in many countries. International schools are dynamic institutions that have catered over the years to a variety of clientele, but the constant is always providing high-quality education.

What’s shaping the work environment?

ISC Research provides some of the most comprehensive and current data on international schools around the world. They report on recruiting trends and focus on recent changes to international schools. 

“Since 2019, there has been a 13% increase in the number of teachers employed by international schools rising to 664,645 teaching staff from 589,020.80”

ISC Research

Recognizing the benefits of stability, international schools are increasingly prioritizing teacher retention. While some turnover is expected and offers valuable opportunities to assess and improve school offerings, research suggests that educators flourish in supportive environments and typically stay at international schools for an average of five years.

Trends in international schools, FYI

Recruiting

• In recent years, international schools have adopted a trend of starting their recruitment processes earlier. This two-pronged approach allows them to secure top teaching talent while guaranteeing a smooth onboarding experience for the chosen candidates.Between 70-80% of international schools offer a two-year initial contract to teaching staff.
• 60-75% of international schools rely on a recruitment agency for all or part of their recruitment.
• International schools are requiring earlier notice periods to release jobs as early as possible – notice is now typically required between November and January.
• Virtual job fairs and online interviews are now common practices for most international schools.
• International schools are increasingly looking beyond traditional source countries for expatriate teachers.
• International schools are placing a greater focus on the specific skills of new hires, in particular, the skills of using technology to support learning and the skills associated with delivering blended learning.
• International schools are seeking more leaders with business management, crisis management, and data management skills.

Local Staff

DIVERSITY, EQUITY, INCLUSION AND JUSTICE: A growing number of good international schools are taking a more global view of recruitment, recognising that hiring teachers based on nationality or native language is not acceptable. This introduces the need for greater teacher representation from marginalised and local communities.

• Local staff numbers have been increasing in many international schools, especially in Southern Asia.
• There is a current trend of international schools hiring international school teachers already located in the country due to the benefits of country-specific teaching experience, and cost savings related to relocation.
• Some countries are implementing programs to convert skilled workers into international teachers through pilot schemes.

Contracts

• More international schools are offering incentives for contract extensions or early resignation.
• Some international schools are recruiting for a physical campus, but hiring some staff with the intention of them working remotely.
• International schools that have built a reputation for staff well-being, particularly throughout COVID-19, are increasingly in demand by candidates.

Other

• Some schools have strict vaccination requirements with a significant number requiring full vaccination for all staff.
• Some roles are being eliminated as a contract ends due to the current decrease of students in some schools.

Continuing professional development

• Some schools are focussing more on professional development which allows them to create their own talent pipeline and place trust and value in their current staff.
• 48% of schools researched said a Master’s degree or Ph.D. was the most popular qualification that staff worked towards.
• Online CPD has increased dramatically in the international school sector prompted by the impact of COVID-19.
• CPD upskilling teachers in EAL instruction is expected to increase in demand. When students don’t have English as their first language this creates a need that is being approached differently by schools.
• 66% of international schools said they plan to develop the skills of their current teaching staff in the use of education technology to support teaching and learning over the next two years
• 35% plan to develop cultural understanding of their staff to support teaching and learning.

If you would like to listen to more on this subject check out the podcast: Recruitment and staff development in international schools

The international school sector is undergoing significant changes.  As they continue to evolve, these trends provide valuable insights into the changing dynamics and strategies. The Search Associates database has the most up-to-date school information in an ever-changing global landscape.