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Supportive relationships, strointernational ib international school

ng leadership and clear communication were named as factors for the well-being of international schools, with teachers reporting high levels of job satisfaction that imply international schools as a model for other systems, a survey commissioned by the ISC research explains .international school w

International schools "a model" for students and staff wellbeing

The survey reported that the ‘high schools of intensive schools’ Photo: metatdgt / Pexels

But academic pressure and student mobility were singled out as negative influences by the respondents to the survey.international high sc

Conducted by Angie Wigford at International Educational Psychology Services and Andrea Higgins at Cardiff University School of Psychology on behalf of ISC, the survey of preliminary findings, high schools and international students in the field of wellbeing.

Teachers in specialized reported international work on job satisfaction rates and appreciated aspects of international schools as well as their wellbeing for the important The implication, the report explained, is that international schools can provide models of good practice

“Academic expectations are a significant factor, but so too are the wellbeing of students and staff”

The growth of good practices in international schools is partially driven by the proactive support of some international schools’ associations, but also by increased competition between schools and leaders, Richard Gaskell, School Director at ISC Research told The PIE News.

“The growing number, and therefore competitive nature, of many schools in major schools today, many schools are required to run international schools to the highest standards,” he said.

“Academic expectations are a significant factor, but so too are the wellbeing of students and staff. Getting the right balance is essential to a school’s success and the best international school leaders recognize it. “

90% of respondents in the survey found their work full of meaning and most of the time, 90% said they were proud and 82% satisfied

Satisfaction with the job, an understanding of achievement, and also a strong belief in a particular curriculum were highlighted as factors supported wellbeing at work.ib international school

One of the teachers said they liked the autonomy, resources, ambition, lack of political interference and the “broad noral purpose, rather than the narrow utilitarian work-force-ready notion” that an international school offers.schools international

Another admitted that teaching in an international school positively influenced his wellbeing compared to his home country.

Teachers also reported feeling a strong sense of belonging, with 79% of respondents saying they were proud of their school.

Unsurprisingly, the relationships are key: with colleagues and parents, but especially with students -mostmost of the respondents said that students and teachers get on well with each other

“Mobility issues, special school changes, appear to be under-recognised”

As for student wellbeing, staff reported that a caring, nurturing and exciting learning community are key aspects.

However, teachers reportedly feel emotionally and professionally One teacher said: “The administration said us ‘well, we’re just a high caliber school, so you can not be balanced’.”

The same type of pressure impacted on students, with 83% of respondents saying that the examination pressure negatively affects student performance.

In addition, just below half of respondents said that school transition impacts negatively on student wellbeing, but only half felt that their school had a suitable support system in place to support students.

“Mobility issues, special school changes, appear to be under-recognised. Understanding transition in terms of loss and grief can be helpful Research in this area can go a long way to support students who move around, and their families, “the study explained.

Asked what the ideal support system would look like, IEPS ‘lead educational psychologist Angie Wigford told The PIE that support needs to be tailored to the child’s age, developmental stage and needs, and ideally every child has an individualized transition plan.

“Ideally any school transition should be supported before as well. Appropriate going and welcoming Contact with students who have left for a few months or at times, “she said.

This is the first of a series of biannual reports in wellbeing in international schools, data is still being analyzed and further discoveries will be published here.

The respondents were 1,056 teachers from the international schools in all around the world who reached the survey between Jan and March 2018. In addition, 18 staff members also completed 30-minute open-ended interviews.


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