For international schools, the global mobility of teachers is a double-edged sword—offering diversity but also relentless turnover. School leaders feel the pressure as new educators constantly challenge their institutions’ stability. Why do teachers leave, and how can we reverse this pattern? Recent studies reveal key factors behind this trend, offering insights that could help.
A study in the Philippines1 found that while most private school teachers reported “moderate” job satisfaction, nearly 60% had considered leaving—threatening school stability and educational quality.
The 2024 study in Diversitas Journal identified several key factors influencing retention: autonomy, supportive relationships, professional development, recognition, and a positive work environment. Younger teachers and those in probationary positions were more likely to stay, highlighting the importance of early career support and clear advancement paths.
These findings align with studies in the USA2 and Sweden3, which also linked collaboration, involvement in decision-making, and professional development to higher satisfaction and retention.
As school leaders, we must ask: Are we doing enough to create an environment where teachers want to stay and grow?
Addressing the Challenge
Focusing on impactful strategies is essential. Recent research and our work with schools point to several effective approaches. Tailored professional development is crucial—teachers need relevant training for their specific challenges. Generic programs often fall short. Mentoring, particularly for those in leadership roles, offers invaluable guidance, reduces isolation, and fosters stronger commitment. Clear career progression pathways motivate teachers to invest in their current school. Personalised coaching that targets individual practice can be more engaging and impactful than traditional sessions, addressing each teacher’s unique needs. Finally, building a supportive culture where teachers feel valued and heard can significantly influence their decision to stay.
Enhancing Teacher Retention with ALTA Education
At ALTA Education, we specialise in bespoke, in-person training that is directly applicable to teachers’ daily practice, ensuring effective and meaningful professional development.
Our in-lesson support and coaching services help teachers focus on individual goals rather than generic concepts that may not apply to their context. This personalised approach improves teaching quality and shows schools value their teachers’ growth.
For those with additional responsibilities, such as leading mathematics teams, we offer targeted mentoring to help them overcome challenges that might otherwise lead them to leave. This support is crucial for improving retention in critical roles and ensuring consistency in leadership.
The Long-Term Impact
Investing in tailored, high-quality professional development is an investment in your school’s long-term stability and success. By creating an environment where teachers feel valued and supported, international schools can improve job satisfaction and increase the likelihood that teachers will stay and grow within their community.
Teacher retention in international schools is significant but manageable. Partnering with ALTA Education allows schools to deliver bespoke, engaging professional development that motivates teachers to stay and thrive.
References
- Hungo, M., Casinillo, L., Dagohoy, R., & Lleve Jr., E. (2024). Job Satisfaction and Intention to Stay among Selected Private School Teachers: Implication to Educational Policy. Diversitas Journal, 9(2), 891-910. https://doi.org/10.48017/dj.v9i2.3035
- Park, J.-H., Cooc, N., & Lee, K.-H. (2023). Relationships between teacher influence in managerial and instruction-related decision-making, job satisfaction, and professional commitment: A multivariate multilevel model. Educational Management Administration & Leadership, 51(1), 116-137. https://doi.org/10.1177/1741143220971287
- Toropova, A., Myrberg, E., & Johansson, S. (2020). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247