Expatriate teachers’ experiences with the leadership in Chinese internationalised schools

Abstract

The purpose of this qualitative, hermeneutical phenomenological study was to understand expatriate teachers’ experiences with the leadership in Chinese internationalised schools. A sample of 15 expatriate teachers with diverse demographics and backgrounds, among them nine licenced teachers from non-Anglophone countries, contributed their insights in individual interviews, written protocols, and focus groups. All participants had worked in Chinese internationalised schools for at least one school year and had experiences with the schools’ leaders. Their accounts revealed that senior leadership in Chinese internationalised schools is local and driven by profit and the Chinese work culture. Expatriate leaders, while supportive, mostly occupy mid-level management positions. Expatriate teachers feel insignificant to their leaders and respond to dissatisfaction with the management by terminating employment rather than adjusting. The findings confirm prior research, corroborating reports of unskilled and unstable leadership in international schools. The tokenistic role of expatriate managers, who may be hired for their foreign appearance and have little influence on managing the schools, is a new and unexpected finding. The study narrows a gap in the literature and has implications for recruiting and managing expatriate teachers in international schools.

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