Embedded Files
Thriving from Day One:
Warm and Effective Onboarding for K-12 International School Teachers
Abstract
Effective onboarding for international K–12 educators is essential for teacher wellbeing, retention, and instructional quality, particularly given the unique cross-cultural and logistical complexities they face during relocation (Bunnell, 2019; Mancuso et al., 2020). Holistic onboarding that begins prior to arrival and continues throughout the first year - emphasizing emotional support, cultural acclimation, and edagogical training - significantly buffers early stressors and enhances professional efficacy (Bartell, 2015; Hardman, 2021; Ingersoll & Strong, 2011). Research indicates that mentorship, leadership visibility, and structured orientation improve teacher confidence, identity formation, and job satisfaction (Ingersoll & Smith, 2014; Kelchtermans, 2021; Peters, 2022). Strategies such as pre-arrival communication, personal welcome rituals, and staged induction programming reduce attrition and fostera sense of belonging (Cox, 2019; Savva, 2017). When thoughtfully designed, onboarding acts as a catalyst for teacher resilience, collaboration, and long-term commitment (Cardwell, 2021; Godden et al., 2021). Ultimately, onboarding that prioritizes relational trust and intentional support contributes directly to improved teacher effectiveness and student achievement (Hanushek et al., 2015; Hoy & Tschannen-Moran, 2021).
Introduction
Stepping into a new teaching position is always a significant transition, but for educators joining international schools, the change can be specially profound. New teachers often relocate across borders, navigate unfamiliar curricula, and adapt to diverse student populations, all while settling into a new culture and community. These transitions often involve professional identity reconstruction, emotional resilience, and cross-cultural negotiation Bunnell, 2019; Savva, 2017). Without structured support, these compounded stressors can adversely affect job satisfaction, classroom performance, and long-term retention (Bailey, 2015; Mancuso et al., 2020). The onboarding and orientation process, therefore, becomes not just a logistical necessity, but a lifeline for personal and professional success.
This article explores the essential elements of effective, warm, and welcoming onboarding for K–12 international school educators. Drawing on recent research, best practices, and lived experience from international school settings, it highlights how thoughtful orientation processes can increase teacher retention, foster wellbeing, enhance instructional quality, and build strong school cultures. Moreover, onboarding practices rooted in empathy, cultural responsiveness, and ongoing mentorship are increasingly recognized as strategic tools in international school leadership (Cox, 2019; Poole, 2020). When implemented comprehensively, such onboarding models not only support teacher transition but also contribute to sustainable school improvement and student achievement (Bartell, 2015; Ingersoll & Strong, 2011).
The Unique Challenges of International Teaching
International school educators face complex transitions that extend beyond those typical of domestic settings. Many relocate to entirely new countries, leaving behind established personal and professional networks (Poole, 2020). They often arrive with limited familiarity with their new school’s culture, systems, and expectations (Bunnell, 2016). Add to this the emotional strain of culture shock, language barriers, or accompanying family members, and the case for compassionate onboarding becomes clear. These transitions can lead to a period of vulnerability during which educators are especially sensitive to institutional support, or lack thereof (Cardwell, 2021; Savva, 2017). Schools that recognize this transitional phase as an opportunity for intentional relationship-building can better promote staff cohesion, reduce early attrition, and foster a sense of belonging from the outset (Cox, 2019; Peters, 2022).
"Effective onboarding can buffer stressors and lead to higher retention, stronger teacher efficiency and improved student outcomes"
New international teachers frequently cite three main sources of stress:
1. Cultural Adjustment: Understanding new cultural norms, inside and outside of school (Savva, 2017).
2. Professional Adaptation: Navigating unfamiliar curriculum frameworks, accreditation systems, and pedagogical expectations (Hardman, 2021).
3. Personal Logistics: Housing, visas, healthcare, transportation, and schooling for their children (Bailey, 2015).
When these areas are not proactively addressed, teacher satisfaction and performance may suffer (Mancuso et al., 2020). Moreover, a lack of clarity in contractual obligations, communication breakdowns, or unresolved logistical issues can heighten early frustration and turnover risk (Odland & Ruzicka, 2019; Tarc, 2021). However, effective onboarding can buffer these stressors and lead to higher retention, stronger teacher efficacy, and improved student outcomes (Bartell, 2015; Ingersoll & Strong, 2011).
Defining Onboarding and Orientation
Onboarding is more than a one-time event. It is a holistic, phased process that helps new employees integrate socially, culturally, and professionally into a new organization (Bauer & Erdogan, 2021). Orientation is typically the initial stage of onboarding, focused on logistical, procedural, and cultural information. Orientation often includes the dissemination of handbooks, policy briefings, classroom setup, and basic HR formalities, but effective onboarding must go further (Wanberg, 2022). International schools that only emphasize administrative compliance during orientation risk overlooking essential relational and cultural adaptation needs (Mancuso et al., 2020; Savva, 2017). Comprehensive onboarding is especially critical in global school settings, where staff diversity, high mobility, and complex cross-cultural dynamics require more intentional design and care (Cox, 2019; Peters, 2022).
Effective onboarding includes:
Pre-arrival preparation
Arrival logistics and emotional support
Professional orientation and training
Ongoing mentoring and cultural integration
When done well, onboarding becomes a relational and developmental journey, not just a checklist. It fosters teacher efficacy, job satisfaction, and belonging, which are all predictors of teacher retention and student success (Bartell, 2015; Ingersoll & Strong, 2011). Thoughtful onboarding programs often provide differentiated support tailored to individual teacher needs, considering prior international experience, family circumstances, or language proficiency (Cardwell, 2021; Tarc, 2021). Moreover, effective onboarding contributes to a school’s reputation and helps attract top-tier talent in competitive international markets (Odland & Ruzicka, 2019; Bunnell, 2016). As such, onboarding should be viewed not merely as an HR function but as a strategic leadership priority that influences school culture, faculty cohesion, and organizational growth (Johnson & Kardos, 2020; Peters, 2022).
"Comprehensive onboarding is especially critical in global school settings, where staff diversity, high mobility, and complex cross-cultural dynamics require more intentional design and care"
The Case for a Warm, Human-Centered Approach
Warm onboarding rooted in empathy, trust, and community transforms orientation from a transaction into a meaningful welcome. Research shows that new teachers who feel connected and valued are more likely to thrive and remain (Ingersoll & Strong, 2011). This sense of connectedness is especially vital in international school settings, where teachers may experience heightened isolation due to cultural displacement or language barriers (Cardwell, 2021; Savva, 2017). When onboarding prioritizes human connection, it not only supports teacher retention but also enhances teacher efficacy and wellbeing (Peters, 2022). Moreover, a human-centered approach helps create an emotionally safe environment that promotes collaborative engagement, creativity, and psychological resilience (Godden et al., 2021; Kelchtermans, 2021). In international schools, warmth and community building are critical. “You don’t just hire a teacher,” says one school leader. “You welcome a whole human being into your school family.” This ethos recognizes that teachers’ personal and professional lives are deeply intertwined, particularly during relocation (Poole, 2020). Creating inclusive environments where teachers feel seen, heard, and appreciated lays the groundwork for long-term loyalty and professional contribution (Cox, 2019; Mancuso et al., 2020). Schools that intentionally cultivate a welcoming culture report stronger team cohesion, higher staff morale, and greater instructional consistency (Bunnell, 2019; Dvir & Schatz-Oppenheimer, 2020).
Warm onboarding often includes:
Personal welcome messages from leadership and peers
Orientation buddy or mentor systems
Social gatherings and cultural experiences
Empathy-driven communication and flexibility
Such efforts reduce anxiety and build belonging, key predictors of teacher success and satisfaction (Hall et al., 2020). These relational strategies are not merely “nice-to-haves,” but essential tools for integrating teachers into the school’s mission and ethos (Bartell, 2015; Johnson & Kardos, 2020). When onboarding practices foster authentic human connection, they accelerate the transition from “new hire” to trusted team member, which is particularly beneficial in high-stakes, high-turnover international school contexts (Hardman, 2021; Odland & Ruzicka, 2019). Ultimately, investing in warmth and relational care sends a clear message: teachers matter not just for what they do, but for who they are.
"These relational strategies are not merely "Nice-to-Haves," but essential tools for integrating teachers into the school's mission and Ethos."
Best Practices in International School Onboarding
1. Pre-Arrival Preparation
Effective onboarding starts long before a teacher sets foot on campus. Clear and compassionate communication is essential. Schools should provide detailed pre-arrival handbooks outlining:
Curriculum overview and teaching expectations
Housing options and local amenities
Visa and documentation support
School values, mission, and culture
Some schools go a step further with welcome videos, virtual Q&A sessions, or personalized welcome packages (Cox, 2019). Providing pre-departure cultural orientation materials also helps educators anticipate and interpret cultural differences more effectively (Savva, 2017). Additionally, assigning a “pre-arrival buddy” can alleviate anxiety and build rapport even before arrival (Desroches, 2023). When teachers feel informed and supported early, their confidence and sense of belonging increase, contributing to smoother transitions and reduced attrition (Bunnell, 2016).
Technology onboarding is also crucial. Ensuring that new hires can access school platforms, email, and instructional resources before arrival allows for smoother transitions. Introducing digital tools in advance enables teachers to become familiar with the school’s communication systems, learning management platforms, and curriculum resources (Bartell, 2015). Schools can host short pre-arrival webinars to walk through tech platforms and digital expectations (Hardman, 2021). Research by Bolliger & Erichsen (2021) found that pre-arrival orientations significantly reduce adjustment stress, especially when culturally sensitive.
2. Arrival Support: "Settling In"
The first week is often the most emotionally intense. Teachers are navigating jet lag, new routines, and bureaucratic processes. Best practices include:
Airport pickup and welcome signs
Personalized welcome baskets with local snacks, maps, SIM cards, or toiletries
Temporary housing support
Assistance with local registration, banking, and transportation
Schools that offer cultural orientation sessions, covering local customs, language basics, and safety norms, help educators feel more confident (Kim & Slapac, 2015). Providing access to a local liaison who speaks both the host and home languages can greatly ease early navigation (Savva & Stanfield, 2018). Early exposure to staff and community spaces, such as staff lounges, dining areas, or parent events, also increases familiarity and reduces perceived barriers (Cox, 2019). A warm welcome dinner or informal staff gathering can be powerful in reducing feelings of isolation. These intentional acts of hospitality contribute to faster social integration and more positive early impressions of the school and host culture (Ingersoll & Strong, 2011).
3. Professional Orientation and Training
Once settled, teachers need structured support to understand the academic and pedagogical framework of the school. High-quality onboarding includes:
Introduction to mission, vision, and strategic goals
Curriculum training (e.g., IB, Cambridge, American Common Core)
Assessment practices and grading policies
Classroom technology training (e.g., LMS, digital tools)
Child safeguarding and cultural responsiveness
Professional induction should be staged across the first semester, not crammed into a single week. According to Bartell (2015), novice teachers retain more information when it’s scaffolded over time. Sustained professional development allows new teachers to reflect, revisit, and deepen their understanding of institutional norms (Johnson & Kardos, 2020). Including sessions on intercultural pedagogy and differentiated instruction ensures educators are equipped to meet the needs of diverse learners (Hardman, 2021; Peters, 2022).
4. Mentorship and Coaching
Mentorship is consistently linked to higher teacher retention and professional growth (Ingersoll & Smith, 2014). In international schools, mentoring must be intentional and culturally responsive. Key components of strong mentorship programs:
● Pairing new teachers with experienced, empathetic mentors
● Weekly or biweekly check-ins
● Observations and feedback loops
● Safe spaces for questions, reflection, and growth
Mentors can also assist with cultural decoding, explaining local customs or school-specific norms that might otherwise confuse a new teacher (Savva & Stanfield, 2018). Successful mentorship balances professional guidance with emotional encouragement, addressing both classroom concerns and personal well-being (Kelchtermans, 2021).
"Schools that offer cultural orientation, covering local customs, language basics, and safety norms, help educators feel more confident"
Structured mentorship programs that include mentor training lead to higher satisfaction and more effective teaching practices Godden et al., 2011).
5. Social and Cultural Integration
Feeling part of a community is one of the strongest predictors of international teacher retention (Desroches, 2023). Beyond rofessional onboarding, schools should foster social inclusion. Ideas include:
“Welcome Week” with community-building games
Cultural excursions to museums, markets, or festivals
Family inclusion events
Affinity groups for spouses or single teachers
When educators form genuine friendships and feel emotionally supported, their job satisfaction and resilience increase (Mancuso et al., 2020). Cultural integration reduces the impact of culture shock and encourages personal fulfillment beyond the school context Savva, 2017). Schools that promote shared rituals, traditions, and celebrations cultivate stronger relational ties and institutional loyalty (Bunnell, 2019; Cardwell, 2021).
6. Feedback and Iteration
Effective onboarding is not static. Collecting feedback from new teachers allows for continuous improvement. Strategies:
Anonymous onboarding surveys
Focus groups at the end of each onboarding phase
Inclusion of new teacher voices in staff meetings or advisory boards
This promotes shared ownership and signals that leadership values every team member’s experience. Iterative feedback loops create a culture of reflection and responsiveness, modeling the kind of growth mindset expected in classrooms (Odland & Ruzicka, 2019). Schools that act on feedback demonstrate integrity and foster trust, key components of a high-performing school environment Kelchtermans, 2021; Peters, 2022).
A Teacher’s Voice: Narratives from the Field
Dr. Anna, a new IB English teacher in Bangkok, recalled:
“The day I arrived, my principal personally met me at the airport. I had a welcome bag, a handwritten card from my department, and a checklist with everything I needed. It made me feel like I wasn’t just joining a school - I was joining a family.”
In contrast, Jeremy, a middle school teacher in the Middle East, shared:
“I arrived to a locked apartment with no electricity and didn’t meet anyone from school until my first workday. I almost left before I even started.”
These stories underscore the power, and the stakes, of onboarding. Consistent, human-centered onboarding practices can mean the difference between early resignation and long-term commitment. By listening to the lived experiences of educators, schools can tailor practices that genuinely serve the whole teacher.
Leadership Matters
School leaders play a pivotal role in modeling warmth, responsiveness, and trust.
Effective leaders:
Are visible and available during onboarding
Personally welcome each teacher
Share the school’s “why” and create a sense of shared mission
Build feedback-rich environments
As Fullan (2014) notes, leadership that combines clarity with empathy is the most transformational. When leaders demonstrate care and accessibility during onboarding, it sets the tone for the entire organizational culture (Kelchtermans, 2021). Research shows that relational trust in leadership significantly correlates with job satisfaction, professional identity development, and retention among international educators (Peters, 2022; Tschannen-Moran, 2024). Leaders who take the time to listen, share personal narratives, and affirm teacher contributions early on help build a foundation of belonging and motivation (Cardwell,
2021; Fullan & Hargreaves, 2022). These relational investments are especially important in international contexts where leadership continuity and institutional memory may be limited due to turnover. In today’s global schools, onboarding must be inclusive and equality-centered. New teachers should feel seen, valued, and respected, regardless of background.
Strategies include:
Training on unconscious bias and intercultural communication
Showcasing diverse role models and leadership paths
Providing safe spaces for reflection and dialogue
Using inclusive language in all materials
Inclusion-centered onboarding helps foster trust and psychological safety - keys to innovation and collaboration (Edmonson, 2019). When new staff see merit-based diversity in leadership, curriculum, and community traditions, they are more likely to engage with authenticity and confidence (Gay, 2018; Nieto, 2020). Schools can also embed inclusive values into policies, handbooks, and hiring practices to create coherence between vision and lived experience (Kose, 2019). Providing multilingual resources, offering affinity groups, and recognizing intersectional identities also contribute to a more inclusive onboarding experience (Banks, 2016; Lindsey et al., 2018). Ultimately, inclusive-aligned onboarding affirms the humanity of every educator and builds a collective commitment to equality.
Evaluating Success: Metrics and Outcomes
Well-designed onboarding can improve:
Teacher Retention: Schools with comprehensive onboarding retain more teachers beyond 3 years (Mancuso et al., 2020). Retention is especially critical in international schools, where recruitment costs are high and continuity enhances school culture (Odland & Ruzicka, 2019). Long-term retention contributes to institutional memory, fosters strong student–teacher relationships, and reduces the strain on administrative resources (Desroches, 2023). Schools that invest in supportive onboarding often report retention gains of up to 20% over five years (Savva & Stanfield, 2018).
Teacher Efficacy: Teachers who feel supported report higher self-efficacy and student engagement (Hoy & Tschannen-Moran, 2021). Efficacy is not static, it grows when new teachers are provided time, tools, mentorship, and affirmation during the induction phase (Ingersoll & Strong, 2011). Greater self-efficacy also promotes resilience and a willingness to innovate in the classroom (Bandura, 2007; Kelchtermans, 2021).
Student Achievement: Effective teachers, especially in year one, positively impact student outcomes (Rockoff, 2024). Research ndicates that early-career teacher effectiveness has a compounding effect on long-term student learning (Hanushek et al., 2015). When novice teachers feel prepared and empowered, they are more likely to implement engaging, responsive pedagogy that benefits all learners (Darling-Hammond, 2010).
Metrics to assess onboarding:
Retention data
New teacher satisfaction surveys
Early career teacher performance reviews
Focus group findings
Additional indicators such as classroom observation feedback, mentor reports, and wellbeing assessments can also provide nuanced insights (Godden et al., 2021). These data points should be analyzed longitudinally to understand trends and inform continuous improvement (Peters, 2022). Moreover, including teacher voice in the analysis process not only enhances accuracy but builds a culture of shared ownership (Hall et al., 2020; Kelchtermans, 2021). When onboarding is seen as strategic rather than procedural, it becomes a cornerstone of school excellence. It signals a school’s commitment to professional dignity, student outcomes, and sustained organizational health.
"Schools that invest in human-centered, research informed onboarding create cultures of trust, collaboration and excellence."
Conclusion: Planting the Seeds for Flourishing
The first days, weeks, and months in a new teaching role are foundational. In international schools, where transitions are layered with personal and cultural complexity, warm and strategic onboarding is not optional, it’s essential. These early experiences shape not only the teacher’s perception of the school but also their identity as educators in a global context (Kelchtermans, 2021). Supportive onboarding helps teachers navigate uncertainty with greater confidence and promotes psychological safety, which is critical to reativity and classroom effectiveness Cardwell, 2021; (Edmondson, 2019). Moreover, research shows that early investment in teacher support directly correlates with stronger instructional practices, collaborative engagement, and long-term retention (Ingersoll & Strong, 2011). Schools that invest in human-centered, research-informed onboarding create cultures of trust, collaboration, and excellence. They don’t just retain teachers, they empower them to flourish. When teachers feel seen and valued, they are more likely to take pedagogical risks, engage meaningfully with colleagues, and model resilience for their students (Bandura, 2007; Peters, 2022). Leadership that prioritizes relationships during onboarding lays the groundwork for professional growth and institutional commitment (Fullan, 2014). Over time, this proactive, empathetic approach contributes to healthier school climates, stronger teacher teams, and improved student learning outcomes (Hall et al., 2020; Savva & Stanfield, 2018).
As the global education landscape grows more interconnected, so too must our care for those who make learning possible. A great orientation program doesn’t just help teachers survive, it helps them thrive. Thoughtful onboarding is both an ethical responsibility and a strategic advantage in the competitive world of international education (Odland & Ruzicka, 2019). It signals that the school community values professionalism, diversity, and wellbeing. Ultimately, when we care for teachers from day one, we cultivate the very conditions that allow entire school communities to grow, adapt, and lead with purpose (Darling-Hammond, 2010; Gay, 2018; Nieto, 2020).
References
Bailey, K. (2015). Adjustment of expatriate teachers in international schools. Journal of Research in International Education, 14(3),
207–220. https://doi.org/10.1177/1475240915611500.
Bandura, A. (2007). Self-efficacy: The exercise of control. W. H. Freeman.
Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge.
Bartell, C. A. (2015). Cultivating high-quality teaching through induction and mentoring. Corwin Press.
Bauer, T. N., & Erdogan, B. (2021). Organizational socialization: The effective onboarding of new employees. In Zedeck, S. (Ed.), APA
handbook of industrial and organizational psychology (Vol. 3, pp. 51–64). American Psychological Association.
Bolliger, D. U., & Erichsen, E. A. (2021). Towards understanding international graduate student isolation in traditional and online
environments. Educational Technology Research and Development, 59(3), 309–326.
Bunnell, T. (2016). Teachers in international schools: A neglected “corps de profession”? Teaching and Teacher Education, 55, 9–14.
https://doi.org/10.1016/j.tate.2015.12.004.
Bunnell, T. (2019). International school teachers: Professional threats, risks, and vulnerabilities. Journal of Research in International
Education, 18(3), 219–232. https://doi.org/10.1177/1475240919890439.
Cardwell, M. E. (2021). Educator wellbeing in international schools: Strategies and challenges. International Schools Journal, 41(1), 45–53.
Cox, D. (2019). Building a soft landing: Strategies for welcoming new international teachers. International Schools Journal, 38(3), 36–41.
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. Teachers
College Press.
Desroches, S. J. (2023). Teacher turnover in international schools: A mixed methods study [Doctoral dissertation, Lehigh University].
Dvir, N., & Schatz-Oppenheimer, O. (2020). Novice teachers in a changing reality: On the significance of trust, hope, and participation.
Teaching and Teacher Education, 88, 102958. https://doi.org/10.1016/j.tate.2019.102958.
Edmonson, A. (2019). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. Wiley.
Fullan, M. (2014). The principal: Three keys to maximizing impact. Jossey-Bass.
Fullan, M., & Hargreaves, A. (2022). Professional capital: Transforming teaching in every school. Teachers College Press.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Godden, L., Kutsyuruba, B., & Tregunna, L. (2021). Curbing early-career teacher attrition: A pan-Canadian document analysis of teacher
induction and mentorship programs. Canadian Journal of Educational Administration and Policy, 122, 1–42.
Hardman, J. (2021). Challenges for international school teachers in adapting to different educational contexts. International Journal of
Educational Management, 35(5), 915–927.
Hall, N. C., Rahimi, S., & Wang, H. (2020). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and
quitting intentions. Teaching and Teacher Education, 86, 102882. https://doi.org/10.1016/j.tate.2019.102882.
Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2015). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458.
https://doi.org/10.1111/j.1468-0262.2005.00584.x.
Hoy, A. W., & Tschannen-Moran, M. (2021). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7),
783–805.
Ingersoll, R. & Smith, T. (2014). What are the effects of induction and mentoring on beginning teacher turnover? American Educational
Research Journal, 41(3), 681–714.
Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review. Review of
Educational Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323.
Johnson, S. M., & Kardos, S. M. (2020). New teachers’ experiences of mentoring: The good, the bad, and the inequity of it all. Educational
Policy, 24(1), 18–47. https://doi.org/10.1177/0895904809354036.
Kelchtermans, G. (2021). Learning to teach from the inside out: Supporting teacher well-being. Teachers and Teaching, 27(1–2), 180–195.
https://doi.org/10.1080/13540602.2021.1900100.
Kim, J., & Slapac, A. (2015). Diversity, multiculturalism, and inclusion: Teachers’ attitudes and practices in the United States. International
Education Journal: Comparative Perspectives, 14(3), 122–142.
Kose, B. W. (2019). Developing principal equity leadership: Preparing leaders to support identity, diversity, and justice. Educational
Administration Quarterly, 55(2), 255–278. https://doi.org/10.1177/0013161X18785878.
Lindsey, D. B., Robins, K. N., & Terrell, R. D. (2018). Culturally proficient leadership: The personal journey begins within (2nd ed.).Corwin Press.
Mancuso, S. V., Roberts, L., & White, G. P. (2020). Teacher retention in international schools. Journal of Research in International Education, 9(3), 306–323.
Nieto, S. (2020). The light in their eyes: Creating multicultural learning communities (10th anniversary ed.). Teachers College Press.
Odland, G., & Ruzicka, M. (2019). An investigation into teacher turnover in international schools. Journal of Research in International Education, 8(1), 5–29. https://doi.org/10.1177/1475240908100679.
Peters, M. A. (2022). Trust, care, and the relational dimensions of educational onboarding. Educational Philosophy and Theory, 54(4), 415–426. https://doi.org/10.1080/00131857.2021.1876550.
Poole, A. (2020). Learning to leave: The case of international school teachers. Journal of Research in International Education, 19(2), 150–167.
Rockoff, J. E. (2024). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94(2), 247–252.
Savva, M. (2017). International schools as gateways to the intercultural development of North American teachers. Journal of Research in International Education, 16(1), 3–17.
Savva, M., & Stanfield, D. (2018). Cultural intelligence as a key enabler of teacher success in international schools. International Schools Journal, 37(2), 65–72.
Tarc, P. (2021). International education in global times: Engaging a complex and contested terrain. Journal of Research in International Education, 20(1), 3–15. https://doi.org/10.1177/1475240921994412
Tschannen-Moran, M. (2024). Trust matters: Leadership for successful schools (2nd ed.). Jossey-Bass.
Wanberg, C. R. (2022). Facilitating organizational socialization: An introduction. In C. R. Wanberg (Ed.), The Oxford handbook of organizational socialization (pp. 1–14). Oxford University Press.
Page updated
Report abuse