Teacher Supply in British International Schools
Teacher Supply Research (2022)
COBIS has published new research on Teacher Supply in British International Schools, delivered in partnership with ISC Research Ltd. This research, based on c.1,600 survey responses from senior leaders and teachers, provides concrete data about the profile and motivation of teachers entering and leaving the British international school sector, the quality of their experience, the movement between sectors, the current teacher recruitment climate in international schools, and the impact of Covid-19. Responses were collected between January 2022 and February 2022.
Teacher Supply Research (2020)
COBIS has published the second iteration of its research on Teacher Supply in British International Schools, delivered in partnership with ISC Research Ltd. This research, based on more than 1,100 survey responses from senior leaders, incoming teachers, and outgoing teachers, provides concrete data about the profile and motivation of teachers entering and leaving the British international school sector, the quality of their experience, the movement between sectors, and the current teacher recruitment climate in international schools. This research shows the benefits of experience in the international school sector – enriched experience for teachers, improved teacher retention, repatriation of skills developed in an international context, and increased recruitment to ITT.
Teacher Supply Research (2018)
In 2018, COBIS undertook a large-scale research project looking at Teacher Supply in British International Schools. The initial findings and interim report were presented at the COBIS Annual Conference on 14 May 2018. The final report has now been published, along with a series of supporting case studies.
Ryan Sullivan, Head of Primary Music at Doha College reflects on his own teaching journey as part of our Teacher Supply series of case studies.
Rachel Slater, former NQT at British School Muscat, shares her experience of teaching abroad after returning to work in the UK.
Rosie Twells teaches at St Paul's School in Brazil and discusses her first year working in an international school and the challenge of teacher retention in UK.
A Primary Class teacher reflects on her experience of teaching in Uganda and the differences between teaching in the UK and abroad.
Increasing awareness of the skills gained from working abroad can only benefit UK schools, argues Helen Murray, a current UK head.
A Spanish teacher at British International School of Kuala Lumpur discusses returning to teach in Malaysia after an initial two years there.
The international sector offers teachers the opportunity to innovate their pedagogy and explore new strategies, according to Ruth Unsworth from The British School in Tokyo.
Lucas Virgili from St Paul's School in Brazil discusses teaching at an international school and differences between the British and Brazilian education systems.
Teaching in an international school can be empowering and can help to sustain a passion for the profession, according to Kathryn Brown.
Rocio Marti discusses doing a distance learning PGCE whilst working in an international school, the prospect of moving to teach in the UK and the challenge of teacher supply.
For queries on the research project or findings presented above, please contact firstname.lastname@example.org