A Global Study of International Teacher Recruitment

Autor/in	Cox, Dale S.
Titel	A Global Study of International Teacher Recruitment
Quelle	(2012), (113 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lehigh University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-7282-6
Schlagwörter	Hochschulschrift; Dissertation; Foreign Nationals; Teacher Recruitment; International Education; Teacher Supply and Demand; Preservice Teachers; Cultural Awareness; Travel; Student Attitudes; Surveys; Teaching Experience; Experienced Teachers; Instructional Leadership; Teacher Salaries; Professional Autonomy; Teacher Attitudes; Guidelines; Foreign Countries + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausländer; Ausländerin; Lehrerrekrutierung; Internationale Erziehung; Lehrerbedarf; Cultural identity; Kulturelle Identität; Travelling; Reisen; Reise; Schülerverhalten; Survey; Umfrage; Befragung; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerbesoldung; Lehrervergütung; Berufsfreiheit; Lehrerverhalten; Richtlinien; Ausland
Abstract	International teacher recruiting is a complex, high stakes process that is crucial to schools' success. Competition for teachers is intensifying as the number of international schools increases globally. The number of international schools has more than doubled in recent years. With candidates and schools scattered throughout the world, schools need a clearer picture of who the candidates are and how they approach recruitment. This study begins to address this need. It documented the responses of 1,543 teacher candidates to 33 school variables as well as variables of "wanderlust" or the desire for cultural exploration and new experiences. 790 candidates responded to the second stage of the study. Candidate responses were analyzed in terms of total teaching experience and overseas teaching experience. The survey was sent to all candidates registered with the Council for International Schools, International School Services, and Search-Associates at the beginning and end of the 2011-2012 recruiting cycle. The study identified seven underlying factors (connected groups of variables) that explain two-thirds of the variance of candidate responses to school variables. The study found that experienced teachers (greater than five years' experience) exhibited a career focus in their valuing of the variables in contrast to the personal focus of less-experienced teachers (five or fewer years' experience). Experienced teachers rated variables related to school leadership, compensation, and autonomy highest while less-experienced teachers rated variables related to meaning of the work, wanderlust, personal safety, and job conditions highest. Overseas experience was found to be a stronger differentiator of candidate perceptions than total teaching experience. The strength of candidate responses to most variables moderated from the beginning of the process to the time of job decision, except for teachers with more overseas experience. The factors identified in this study provide a framework for the analysis of candidate responses to recruitment and for schools in analyzing their recruiting efforts and strategies. Further research on how these factors are interpreted by candidates and on other dimensions of the international teacher recruiting process are important to expand the research in this domain. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10