Teacher wellbeing is at an all-time low, driven by heavy workloads, limited resources, and insufficient professional support. This has contributed to a record number of teachers leaving the profession, to the degree that the United Nations has issued a global teacher shortage alert – threatening the stability of the world’s 14,457 international schools.
TES Magazine highlights schools’ lack of continued professional development (CPD) opportunities as an overlooked reason behind teachers feeling undertrained, unsupported, and ultimately leaving their roles. To what extent, then, can high-quality CPD address teacher wellbeing issues and improve retention and recruitment rates in schools?
Professional development drives teacher mobility
In February 2024, ISC Research launched a survey to explore teacher mobility patterns in the international schools market. The survey ran for 12 weeks, receiving 2,539 responses from participants across 59 different countries, and formed ISC Research’s Teacher Movement Report 2024.
The results show that most international schools can only expect to retain teachers for 1-6 years, with nearly half of survey participants stating that they plan to move on from their current job within this timeframe. These respondents cited “improved career prospects elsewhere” as the primary motivator behind their decision to leave, which comes in addition to “professional development opportunities” being chosen as one of the most important aspects of international teaching.
“I have been lucky enough to work in schools which have supported staff development, created a sense of community and cared for staff in terms of incentives and benefits. I have also had a ‘bad’ international experience where I worked for a school that did none of these things. The difference in staff attitudes and staff retention was palpable.”
British respondent
It is unsurprising that CPD is highlighted as an essential factor to teachers’ long-term commitment to a school. According to the International Baccalaureate Organization’s (IBO) ‘Wellbeing for Schoolteachers’ report, a sense of achievement and access to growth opportunities are intrinsically related to overall job satisfaction and, in turn, personal wellbeing. These are the drivers behind teacher mobility, and CPD is crucial in providing staff with career self-efficacy, the fulfilment of performing a role to a high standard, subsequently improving schools’ retention rates.
“The school I work at offers excellent benefits and professional development, and I’ve grown as an educator here … I’m not planning to move unless there’s a significant change in my circumstances.”
Survey respondent
Teachers choose Asia for CPD opportunities
The majority of respondents leaving their current job opted for Asia as their next destination, highlighting it as a region of significant professional development opportunities. In East Asia and South-East Asia, approximately 50% of teachers said their move to these locations was motivated by career growth.
In East Asia, China is experiencing a largely stagnant international schools market, with 0% growth in schools and just 3% growth in student enrolment since 2019. However, in the same timeframe, staff recruitment has increased by 32%, and the role that CPD plays in this cannot be understated. Professional development is a priority for Chinese international schools; substantial budgets are allocated to support teacher development, offering individualised and wide-ranging programmes to accommodate both academic and non-academic staff.
At Wellington College China, CPD training topics include data analysis, financial thinking and business insights, cultural awareness, in addition to more formal programmes such as the NPQLT certification and the International PGCE. Leveraging both internal and external training expertise addresses the multitude of interests that exist within a single organisation, and it is this level of support that improves teacher retention by encouraging progression through a school’s ranks. Indeed, WCC offers various leadership development programmes, with nearly 40% of participants having already seen a promotion.
In South-East Asia, Malaysia stands out another emerging hub for high-quality CPD. Some schools have highlighted their more informal but highly collaborative approaches to such, opting for book-club-style sessions to discuss educational research or classroom practices. There is a strong focus on in-house training: Fairview International School Malaysia established University College Fairview which provides teachers with tertiary level training and IB certifications. Initiatives such as these create an internal talent pipeline within organisations, leading to higher teaching standards whilst also equipping teachers with lifelong qualifications.
“As a teacher, I have a deep appreciation for the support we receive from senior leadership in all aspects, from professional development to feeling valued.”
Mexican respondent
Developing effective CPD for teachers
To improve teacher retention, international schools around the world are using data to identify gaps in teacher training and assess the effectiveness of any current programmes. This is an efficient strategy for informing both schoolwide and individualised progression pathways, made readily accessible by the rise of CPD portals and online surveys. Professional development activities should be purposeful and relevant to the school’s overall strategic goals, and this starts with a thorough understanding of the school’s context, curriculum, and the long-term goals of its staff.
“Our leadership is kind and supportive, understanding that if you take care of teachers, they will take care of students.”
Canadian respondent
Source: ISC Research Recruitment and CPD in International Schools Report
Importantly, though, the IBO points out that professional development should not further teachers’ workloads as this could counterintuitively lead to negative effects on teacher wellbeing. Online CPD is a possible solution, minimising potential travel time, associated costs, and offering more flexible schedules and deadlines. This option also makes high-quality CPD accessible to schools where opportunities for face-to-face learning are more limited.
Invest in teachers for international school success
Investing in engaging and comprehensive CPD is a necessity for international schools striving for educational excellence. By supporting each individual teacher to reach their career aspirations, the changes in their productivity and overall satisfaction, essential for delivering engaging lessons in such a demanding profession, could be significant. Schools that prioritise teacher development reap the rewards of a thriving in-house talent pipeline and a motivated, stable workforce. To improve teacher retention, and to support the continued growth of the international schools community, CPD needs to be a strategic imperative.
