University of Southern California Dissertations and Theses

Welcoming and retaining expatriate teachers in an international school

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Welcoming and retaining expatriate teachers in an international school

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Content Running head: EXPATRIATE TEACHER RETENTION 1

WELCOMING AND RETAINING EXPATRIATE TEACHERS IN AN INTERNATIONAL
SCHOOL

by

Li Liu

A Dissertation Proposal Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2018

Copyright2018 Li Liu

EXPATRIATE TEACHER RETENTION 2
TABLE OF CONTENTS
List of Tables 5
List of Figures 6
Abstract 7
Chapter One: Introduction 8
Background of the Problem 8
Importance of Addressing the Problem 10
Organizational Context and Mission 10
Organizational Goal 12
Description of Stakeholders 12
Stakeholder for the Study 13
Stakeholder Performance Goals 13
Purpose of the Project and Questions 14
Conceptual and Methodological Framework 15
Definitions 15
Organization of the Project 16
Chapter Two: Review of the Literature 17
International Schools in Global and Chinese Context 17
What is an International School? 17
The Growth of International Schools 22
The International School Teacher Profile--Globally and in China: Who is an International
Teacher? 23
Expatriate Teacher Turnover in International Schools 23
Factors Impacting Expatriate Teacher Turnover 24
Stakeholder Knowledge, Motivation, and Organization Influences on Performance 27
Knowledge and Skills 27
Motivation 29
Organization 30
Conclusion 31
Chapter Three: Methodology 32
Purpose of the Project and Questions 32
Methodological Framework 33
Stakeholders of Focus 34
Assumed Knowledge, Motivation, and Organizational Causes of the Performance Gap 35
Preliminary Scanning Interviews/Personal Knowledge 35
Summary of Assumed Knowledge, Motivation and Organizational Causes 37
Population of Study 39
Data Collection 40
Surveys 40
Interviews 41
Document Analysis 42
Data Analysis 42
Trustworthiness of Data 42
Role of the Investigator 43
Limitations and Delimitations 44
EXPATRIATE TEACHER RETENTION 3
Chapter Four: Findings and Discussions 45
Findings and Discussions for Knowledge Needs 46
Knowledge of School’s Goals Related to Expatriate Teacher Retention 47
Knowledge of Differences Between International Education and Local Education 49
Ability to Identify Characteristics of Potential International Teachers 50
Knowledge of the Effects of High Levels of Teacher Mobility on Instruction and Student
Learning 52
Knowledge of the Necessary Steps to Attract More Expatriate Teachers in Post 54
Knowledge of How to Implement Policies that Influence Expatriate Teacher
Decision-making to Remain in Post 55
Knowledge of How to Reflect on Their Leadership Actions and Improve Strategies 57
Summary of Knowledge Needs 58
Findings and Discussions for Motivation Needs 59
Motivational Indicator: Choice to Take a Passive Approach 59
Motivational Indicator: Value Expatriate Teacher Persistence 62
Motivational Indicator: Confidence in Helping Expatriate Teachers 63
Motivational Indicator: Persistence in Strategies to Recruit Expatriate Teachers 65
Summary of Motivation Needs 67
Findings and Discussions for Organizational Needs 67
Administrators Need a Formal Strategy that Aligns with the Goal of Increasing the Rate of
Expatriate Teacher Retention 68
Administrators Need to Have Finances to Support the Package of Expatriate Teachers 70
Administrators Need an International View, Instead of a View Influenced Strongly by Local
Culture, When Creating an Inclusive Organizational Culture at XHIS 71
Summary of Organizational Needs 73
Findings Summary 73
Chapter Five: Solution, Implementation and Evaluation 75
Proposed Solutions to Address Validated Needs 76
Proposed Solution 1: Build Non-Cognitive and Growth Mindset Skills 76
Proposed Solution 2: Provide Consistent Incorporation of Organizational Culture through
Professional Role Modeling 77
Proposed Solution 3: Increase Personalized Expatriate Teacher Support That Respects their
Diverse Personal and Professional Backgrounds and Needs 79
Proposed Solution 4. Expand Leadership Education and Training on Building Effective
Cross-Cultural Relationships between Administrators and Expatriate Teacher 81
Proposed Solution 5: Develop Expatriate Teacher Recruitment Training 82
Proposed Solution 6: Create Online Guest Teachers’ Classroom 83
Proposed Solution 7: Consider Budget Related to Expatriate Teacher Packages 83
Implementation Plan 84
Evaluation Plan 85
Measuring Reactions to Training 89
Assessing Administrator Learning 89
Assessing Transfer of Knowledge and Skills 89
Assessing Results and Impact 89
Future Research 90
Conclusion 91
EXPATRIATE TEACHER RETENTION 4
References 92
Appendix: Survey and Interview Questions 100

EXPATRIATE TEACHER RETENTION 5
LIST OF TABLES
Table 1: Stakeholder Performance Goals 14
Table 2: Assumed Causes of Performance Gap: Knowledge and Skills 38
Table 3: Assumed Causes of Performance Gap: Motivation 39
Table 4: Assumed Causes of Performance Gap: Organization 39
Table 5: Validation of Assumed Administrators Knowledge Needs 46
Table 6: Summary of Motivational Assumed Causes and Findings 59
Table 7: Summary of Organizational Needs and Causes and Findings 68
Table 8: Administrator Survey: Administrator Impact on the Goal 69
Table 9: Validated Administrator Knowledge, Motivation, and Organizational Needs 76
Table 10: Summary of Solutions, Related Action Steps and Timeline 84
Table 11: Levels of Evaluation of Proposed Interventions 87

EXPATRIATE TEACHER RETENTION 6
LIST OF FIGURES
Figure 1. Number of international schools in each region. Source: ISC Research, Ltd. 22
Figure 2. The Gap analysis process. 34
Figure 3. The differences between international education and local education as stated by
the administrators. 49
Figure 4. Interviews for identifying characteristics of potential international teachers. 50
Figure 5. Survey for identifying characteristics of potential international teachers. 52
Figure 6. Survey results on knowledge of the effects of high levels of mobility on student
learning. 53
Figure 7. Administrators’ knowledge of the policy implementation with regards to expatriate
teacher retention. 56
Figure 8. Administrator survey: An active approach to reducing teacher turnover. 60
Figure 9. Administrator survey: An active individual approach to reducing teacher turnover. 61
Figure 10. Administrator survey: The valuation on expatriate teacher persistence at working
and living in Xi’an. 63
Figure 11. Confidence in administrators’ ability to help expatriate teaches become
comfortable in their new environment. 65
Figure 12. Administrative director interviews. 72

EXPATRIATE TEACHER RETENTION 7
ABSTRACT
As the number of international schools is increasing rapidly, data and reports suggest the impact
and importance of expatriate teachers’ retention. This study uses a gap analysis framework
(Clark & Estes, 2008) to better understand how knowledge, motivational, and organizational
factors of administrators impact expatriate teachers’ turnover. Assumed influences on
administrators’ performance were generated based on preliminary data, knowledge, motivation
and organizational theory, and an extensive literature review. Quantitative and qualitative data
collection was based on a survey and interviews of administrators. The study suggests that a lack
of knowledge, motivation, and organizational supports, among and other factors, influence
expatriate teachers’ unstable turnover and low retention rate. This has a substantial impact on
student and school outcomes. Proposed solutions and a related implementation plan for how to
shift the current situation are provided based on the international school’s development and local
environment.

EXPATRIATE TEACHER RETENTION 8
CHAPTER ONE: INTRODUCTION
As the number of international schools increases rapidly, the demand on recruiting
teachers for those international schools will be an ongoing challenge. The international school
market is a rapidly expanding educational sector comprising over 8,000 schools, 4.26 million
students and more than 200,000 international expatriate teachers (ISC, 2015). It is estimated that
this sector will almost double in size by 2025 (ISC, 2015; Ward, 2013). At Xi’an Hi-Tech
International School (XHIS), looking at the teacher retention rate for the past 12 years, only 14
teachers (9%) fully completed their two contract terms (which is four years), while most of them
(86%) stayed at XHIS for only one or two years. Eight teachers (5%) left the school before they
even finished their 2-year contracts. This problem impedes the accomplishment of the school’s
mission to foster global citizens with international perspectives and high academic performance.
Teachers’ high mobility and frequent changes creates instability that negatively influences the
quality of education students receive, which could cause students’ low academic achievements
and poor class performance. The challenge to retain and maintain teachers is more obvious for
those schools located in less developed regions or countries such as China. This study will
examine the impact of administrators on foreign teachers’ retention in an international school in
China (Chapa, 2012). Solving this problem would enable the school to develop an effective
long-term solution that shifts the trend of global recruitment to teachers’ localization. This
problem is also emerging in the other 98 International Baccalaureate schools in China and in
international schools around the world.
Background of the Problem
Mobility of teachers in schools impacts student learning. Ingersoll (2001b) and
Darling-Hammond (2003) found that the quality of school performance is disrupted by high rates
EXPATRIATE TEACHER RETENTION 9
of teacher mobility, and these high rates may be an indication of an underlying problem within a
school. A review of the literature uncovered two studies (Hardman, 2001; Odland & Ruzicka,
2009) that looked specifically at reasons teachers gave for leaving or staying at a school. Odland
and Ruzicka (2009) conducted a descriptive study, surveying 281 international teachers in
European schools about which variables influenced their decision to leave at the end of their first
contract. The three most frequent responses for leaving were poor school leadership,
dissatisfaction with salary and personal circumstances. Similarly, Hardman (2001) in a study
showed that experienced teachers valued variables contributing to school leadership,
compensation, and autonomy highest when they were considering whether they would remain in
their posts in an organization.
High levels of mobility are both cause and effect of ineffectiveness and low performance in
organizations (Ingersoll, 2001b: 505). Furthermore, Flamholtz and Lacey (1981) raise the concern
that organizational effectiveness can be disrupted if key individuals depart from an organization.
In schools, the loss of key teachers or administrators can cause a loss of continuity to programs that
can disrupt the work of a school. This concern is also echoed by other authors with respect to
teacher retention because of the need for schools to maintain the continuity and quality of
instructional programs (Connors-Krikorian, 2005; Ingersoll, 2001a).
An understanding of motivation is also required in order to explore the factors involved in
teacher retention and to better understand the role that administrators play through their
leadership. This study will focus on the context of international schools though will inevitably
draw upon research from national educational systems. The international school network will
continue to expand (Reeves & Wigford, 2008), bringing with it a growing imperative for
EXPATRIATE TEACHER RETENTION 10
administrators in international schools to develop strategies that will attract and retain good
teachers in the context of a global and increasingly mobile labour market.
Research suggests that solving the problem of teachers’ retention and inspiring teachers’
motivation depends on mutual adaption between international teachers and local culture and
environment, and the integration of internationalization and localization (King 2002; Shawer
2006a).
Importance of Addressing the Problem
Gaining a better understanding of the reasons for teacher mobility could inform practice
and help to address teacher turnover on a school-level basis. Knowing the reasons for teacher
turnover in international schools is essential if schools want to retain good teachers and preserve
their learning community. This problem of teacher mobility at XHIS specifically impedes the
accomplishment of the school’s mission to foster global citizens with international perspectives
and high academic performance. More generally, teachers’ high mobility and frequent changes
create instability that negatively influences the quality of education that students receive, which
could cause students’ low academic achievements and poor class performance. Solving this
problem would enable XHIS to develop an effective long-term solution that shifts the trend of
global recruitment to teachers’ localization. This problem is also related to the larger problem
among the 98 International Baccalaureate (IB) schools in China and in international schools
around the world.
Organizational Context and Mission
Xi’an Hi-Tech International School, founded in 2004, became the first IB World School
authorized by the International Baccalaureate Organization in the northwest region of China.
XHIS is a not-for-profit school supported by the Xi’an local government and Hi-Tech
EXPATRIATE TEACHER RETENTION 11
Administrative Committee, currently consisting of more than 270 students and 100 faculty
members from 20 nationalities. The vision of XHIS is to lead education through innovation and a
student-centered, community-driven approach. Its stated mission is to provide a non-profit
education focused on enabling confident, open-minded global citizens through life-long learning
and a sense of community.
XHIS is dedicated to becoming a three-programme IB World School. To date, it is
authorized to deliver the Middle Years Programme (MYP) and Primary Years Programme
(PYP). In 2018, XHIS will work towards the Diploma Programme (DP) authorization. XHIS also
offers the College Board Advanced Placement Programme and is both an SAT and AP test
center school.
To further develop the educational environment, the Xi’an Hi-Tech government
designated a land area of 66,600 square meters to build a new, state of the art campus to house
XHIS. Completed in August 2017 and opened in October 2017, this new campus contains a 50
meter Olympic sized swimming pool, outdoor stadium, and 600 seat theatre to list a few of the
facilities. It is planned that this school will be the first certified Green School in Shaanxi
Province in China. This school is the foundation for building a high-tech zone in Xi’an China
that will be further developed over the coming years.
XHIS encourages in its student body to develop a strong sense of personal identity,
responsibility and compassion, where home and school unite to realize each student’s full
potential. The student body is made up of 47% Korean students, 34% foreign students of Chinese
origin, and 16% European and American students, taught by a faculty body comprising 60%
expatriate teachers and 40% teachers from the host nation. XHIS experiences an annual turnover
of 52% of its expatriate teachers and invests considerable resources in its annual search for
EXPATRIATE TEACHER RETENTION 12
replacement teachers. The problem of recruiting and retaining international teachers is made all
the more difficult by the challenging geographical, political and economic character of the nation
in which the school operates.
Organizational Goal
The performance goal of Xi’an High-Tech International School is that by the end of 2020,
100% of students will experience consistent, quality learning through continuous and stable
teacher collaborations that support them to improve toward admittance to their first college of
choice. This represents a substantial increase of the school’s average rate of first-choice college
acceptances. The School Management Team established this goal through analyzing the school’s
yearly graduate achievements. XHIS has put top priority on improving the graduates’
first-choice college acceptances by adopting more advanced teaching concepts and introducing
more comprehensive curriculum and student’ activities to better enhance students’ strengths.
It is the school’s goal to cultivate international learners in the global context and to
maintain academic rigor in order to ensure that they are admitted to a first-choice university. To
achieve this goal, however, it is necessary for more teachers to work together to ensure an
international education program with high performance. If the school cannot solve the problem
of international teacher retention, a significant talent loss will lead to the goal of the organization
being difficult to achieve. Therefore, the school must achieve the sustainable development of
international teachers to solve the problem of international teacher retention, relying on the
integration of internationalization and localization.
Description of Stakeholders
In XHIS, key stakeholder groups include the Education Bureau of Xi’an new and
high-tech zones, the principal of the school, expatriate teachers, students, administrators and staff.
EXPATRIATE TEACHER RETENTION 13
Each stakeholder is of great importance to achieving the school’s goals of operating sustainably.
The expatriate teachers, for instance, who ultimately make the decision whether to stay or leave,
have great influence on student academic performance. Successful student performance will
allow for attainment of the school’s mission and act as a marketing standard during recruitment
and related events. Current students are also the best representatives from the standpoint of
demonstrating their learning outcomes and experience at XHIS. The Education Bureau of Xi’an
new and high-tech zones and the principal of the school also have significant influence on
operational management and strategy because of providing the initial investment and financial
and other resource and leadership support to the school.
Stakeholder for the Study
While the efforts of all stakeholders are needed to achieve the organizational goals, it is
critical to focus on studying the knowledge and motivation of administrators who are charged
with developing the direction of the school and framing the policies to empower and to achieve
the school’s stated mission and whose strategies directly impact the teachers’ decisions to remain
at the school or leave the school. Only by the positive leadership of school administrators can the
school exert influence on the factors contributing to the problem of high teacher mobility.
Therefore, the key stakeholders for this study are the administrators at XHIS.
Stakeholder Performance Goals
The stakeholder performance goals for the Education Bureau of Xi’an new and high-tech
zones, the expatriate teachers and the educational administrators are shown in the following
table:

EXPATRIATE TEACHER RETENTION 14
Table 1
Organizational Mission, Organizational Goal and Stakeholder Performance Goals
Organizational Mission
The mission of the Xi’an Hi-Tech International School (XHIS) is to lead
education through innovation and a student-centered, community-driven approach,
provide a non-profit education focused on enabling confident, open-minded global
citizens through life-long learning and a sense of community.
Organizational Goal
By the end of 2020 at XHIS, 100% of students will experience consistent, quality
learning that supports them in the goal of gaining admittance to their first college of
choice.
The Education Bureau
of Xi’an Hi-tech Zone
Administrators at
XHIS
Expatriate Teachers
By July 2018, the
Education Bureau will
approve revised personnel
policies and procedures
designed to increase
retention of expatriate
teachers and local overseas
talent.
By July 2019,
administrators will
implement leadership
practices designed to
increase retention of
expatriate teachers.
By July 2020, 50% of expatriate
teachers offered an extension to their
initial 2-year contract will have
chosen to extend their tenure at the
school and 50% of local teachers with
working experiences overseas offered
a 3-year contract and professional
development opportunities will
choose to stay at the school.

Purpose of the Project and Questions
To achieve the goal of increasing expatriate teachers’ retention at XHIS, the educational
administrators will be the focus in the study. The study conducts a gap analysis to examine their
knowledge, motivation and organizational needs that influence expatriate teacher retention. The
questions that guide this gap analysis are:
1. What are administrators’ knowledge, motivation and organizational needs related to their
goal of increasing expatriate teacher retention?
2. What is the interaction between organizational influences and administrators’ knowledge
and motivation?
3. What are the recommended knowledge, motivation and organizational solutions?
EXPATRIATE TEACHER RETENTION 15
Conceptual and Methodological Framework
Clark and Estes’ (2008) gap analysis is a systematic, analytical method, helping to clarify
organizational goals and identify the knowledge, motivation and organizational needs that
influence achieving the goal. The methodological framework of this study is a qualitative case
study with descriptive statistics. Assumed XHIS administrator knowledge, motivation and
organizational needs which influence the school’s goal achievement were generated based on
personal knowledge, related literature, and learning and motivation theory. These assumed
influences were assessed through document analysis along with survey and interview data
collection to validate their influence on expatriate teacher retention and offer proposed solutions.
Definitions
The definitions below will be employed in this study.
International educators: international educators are individuals who are employed by the
international school to provide the school and the students with teaching curriculum and ensuring
student learning and achievement.
Educational Bureau of Xi’an new and high-tech zones: Chinese government department
with the responsibility of supervision and administration over the schools belonging to Xi’an
new and high-tech zones.
Educational administrators: staff at XHIS who perform management of the schools’
faculty, administrative control, policy-rules and associated resources.
International schools: the international school is the place where the students can be
provided a warm, multicultural environment immersing in English and Chinese in China.
IB World Schools: the IB World School is the school authorized by the International
Baccalaureate to offer the IB programmes of education: the PYP, the MYP, and the DP.
EXPATRIATE TEACHER RETENTION 16
Organization of the Project
There are five chapters in this study. Chapter 1 depicted key concepts and terminology
related to expatriate teacher retention at XHIS, the organization’s goal and mission as well as the
administrators’ impact on teacher retention. In Chapter Two, the context of international schools
globally and in China will be introduced, together with international teachers’ profiles and the
impact of expatriate teacher turnover. Chapter Three will illustrate the assumed knowledge,
motivation, and organizational needs that impact teacher retention and the methodology used
related to choice of participants, data collection and analysis. The data will be analyzed and
discussed with results presented in Chapter Four. In Chapter Five, the reader will be provided
with some proposed solutions, based on the findings.

EXPATRIATE TEACHER RETENTION 17
CHAPTER TWO: REVIEW OF THE LITERATURE
This literature review will start with a general discussion on international schools in the
context of their expanding market globally and in China specifically. An exploration of the
profile and mobility of teachers in international schools follows. The factors which influence the
attrition and retention of international educators are examined in the review. In addition, the
leadership impacting international teacher turnover, as well as the effect of high teacher turnover
on an international school is also discussed. The last part of the literature review is a discussion
of the assumed knowledge, motivation and organizational influences affecting international
educator retention.
International Schools in Global and Chinese Context
What is an International School?
The definition of an international school is not a singular one. The definition of an
international school may include three general categories: Original Expatriate school, Broadly
International school, and Local International and Bilingual school. Normally, international
schools are schools where children are fully educated between the ages from 2 to 18, and which
are operated outside of the state school system in a foreign country. In international schools, a
curriculum or a language of instruction is generally different from the host country, and
international schools are as different from each other as the children in them that the teachers
teach (edvectus.com 2017). The question of “what is an international school?” has been
explained by Murphy (2000):
Maybe it is time…to stop trying to organize the unorganizable by dint of words
alone…We might want to accept, finally, that we do not, in this community, speak with
one voice; that we are educators with different experiences and backgrounds working in
EXPATRIATE TEACHER RETENTION 18
many different kinds of schools for different reasons, and whose common enterprise
reflects a rich variety of approaches; and that we may or may not eventually arrive at a
point where we conform to a single vision. (p. 15)
Common to definitions is that an international school should provide the students and staff
with an international environment, where an internationally recognized curriculum is set (Owen
Richards 2014). In China, international schools first emerged in 1973, aiming to provide the
education for the foreign children or children from Hong Kong, Taiwan and Macao (Xiuhua
Dong & Weibing Wang, 2007). With the rapid growth of international schools, a variety of such
schools appeared. Now, international schools in China have three different modes: International
schools for foreign nationals; Private schools offering international curricula; and International
Programs in Public Schools (the State Council No.412,1987).
Nevertheless, such schools, to some extent, have several characteristics in common: (1)
international mission and values, (2) international accepted curriculum, (3) diversity of cultural
experience, and (4) reliance on expatriate teachers.
International mission and values. The mission of international schools is to inspire
children to become global citizens by providing a rigorous and comprehensive education taking
into full consideration the needs of every student so as to meet the individualized wants. An
international school seeks to develop inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through intercultural understanding and respect
(http://intlschool.org.mission).
In order to offer future-oriented and holistic education, an international school may
provide students with a diverse environment where there is a rigorous bilingual academic
programme for students of all nationalities, who are to be independent life-long learners imbued
EXPATRIATE TEACHER RETENTION 19
with the values of respect, responsibility, care, and harmony, and who are equipped with the
ability to face the changes of life creatively and enthusiastically in an ever-changing world (Blue
Book of China International Schools, 2016).
Harmonious education can be depicted from a broad or narrow sense. From the broad
point of view, it includes the harmony between social development and the school system, the
educational policies, as well as the school’s administration (Semashko & Mulej, 2008). In
international schools, one of missions of harmonious education is to help a student develop in a
well-rounded way. When it comes to student education, harmony offers innovative and highly
effective teaching strategies strengthening classroom communities by assisting each student to
understand and appreciate diversity in others (Semashko & Mulej, 2008). Two preconditions
ensure that harmonious education exists in school: (1) teachers should be convinced of each
student’s proficiency; and (2) the dignity of individual student should be respected (Wang
Hai-ou, 2003). In the harmonious learning environment, students can be triggered to connect and
collaborate at much deeper levels. Students can also feel more comfortable and connected in
each class. As a result of a more harmonious learning environment, students can experience
improved academic achievement (Wang Hai-ou, 2003).
Internationally accepted curricula. International schools offer a variety of curricula
which are not the national curricula of the country in which they are located. These include the
IB, the International Primary Curriculum, the Cambridge International Programmes, and the UK
or American curriculum to satisfy the needs of the wide range of students globally (Owen
Richards, 2017). “Parents of the next generation are looking towards international schools to
satisfy the need for critical thinking rather than learning by rote,” says Clive Pierrepont (Keeling,
EXPATRIATE TEACHER RETENTION 20
2011). These curricula in international schools in China are provided with compatibility,
consistency, adaptability and openness (NCCT 2013).
The personalized nature of curricula in international schools is in accordance with individual
development (Catt, 2011). These curricula provide the essential elements (the knowledge,
concepts, skills, attitudes, and action) for the students to assist them to have successful lives now
and in the future (Catt, 2011). In XHIS, the curricula of all the programmes based on the IB are
designed for students aged from 3 to 18. The subjects cover a variety of content from language,
literature, societies, sciences, mathematics, philosophy, and the arts. The International
Baccalaureate Organization began the IB program in the 1960s to set a rigorous and
internationally accepted diploma for students to be admitted by universities all around the world.
Extracurricular activities working as a three-part project are provided for the students to get
involved in: Creativity, Activity, and Service, which are the three essential elements that every
student must complete as part of the DP. Creativity concerns arts and other experiences
involving creative thinking; activity means physical exertion related to a healthy lifestyle,
complementing academic work elsewhere in the DP; and service contributes to an unpaid and
voluntary exchange that has a learning benefit for the students where rights, dignity and
autonomy are respected (ibo.org). As for traditional community service, the students at XHIS can
act as volunteers to feed the homeless animals, convey greetings to the elderly in nursing home,
or host a fundraiser for cancer research, for example. Through these comprehensive and balanced
curricula, the students in an IB school are encouraged to become responsible citizens with
international understanding and critical and compassionate thinkers by developing their
individual talents and relating the experiences of the classroom to the realities of the world
outside.
EXPATRIATE TEACHER RETENTION 21
Diversity of cultural experience. With the rapid growth in the proportion of students
for whom English is not their first language having been admitted by international schools in
recent years, developing fluent English proficiency may be an important motivator for choosing
to attend an international school (Carder, 2007; MacKenzie et al., 2003). In this case, the
students and teachers from different countries expect to integrate from a singular cultural
background into a multi-cultural environment to support their individual development to the
greatest degree. In an IB school, humanity binds all students and teachers together while they are
respecting the variety of cultures and attitudes leading to making for the richness of life (Wang
Hai-ou, 2003). International schools and collaborations with foreign partners are the next
generation of internationalization activity (Armstrong, 2007). Many Chinese schools struggle to
keep pace with internationalization. In XHIS, the increasing foreign students’ enrollment makes
it essential for the school to build an international environment with cultural awareness. Foreign
students can assist nations with aging populations and supporting demographic needs (Ziguras &
Law, 2006). The benefits of multicultural education in school are considerable.
Reliance on expatriate teachers. The ratio of expatriate teachers in an international
school has an impact on the development of the international school (Canterford, 2007;
International School Consultancy, 2015; Ward, 2013). Linked to the dramatic growth of
international schools in global scope, the demand for expatriate teachers is increasing (Reeves &
Wigford 2008). In XHIS, an expatriate teacher is contracted and ideally stays with the class for a
full 2 years. The problem facing XHIS is the heavy reliance on expatriate teachers, many of
whom are on 2-year contracts and whose turnover rate is high. The expansion of enrollment in
international schools generally has placed heavy reliance on and demand for expatriate teachers
(ISC Reacher, 2017). The reliance on expatriate teachers is also due to the importance placed on
EXPATRIATE TEACHER RETENTION 22
English instruction in some international schools. In XHIS, for example, English is the only
official language and all subjects involve English. There is currently a critical discourse taking
place on the role of native speaker teachers (Phillipson 1992; Pennycook 1994), and current
debates in countries such as China, Japan and Thailand center around whether native speaker
teachers of English can provide better learning opportunities (Braine 1999; Lai 2003; Kiernan
2004).
The Growth of International Schools
The number of the international schools has increased rapidly over the past four decades
and the growth is still sustaining (Brummitt & Keeling, 2013; Clark, 2014; Cox, 2012; Dixon,
2012; International Schools Consultancy, 2015). In 2013, international schools employed
300,000 full time teaching staff, with the number of schools having increased to 6,400. Also, the
market has been dominated by Asia since 2006 (Figure 1). The increasing number of
international schools are leading to teacher mobility and increased competition for expatriate
teachers, exacerbating the challenges schools face in retaining expatriate teachers (Brummitt &
Keeling, 2013; Cox, 2012).

Figure 1. Number of international schools in each region. Source: ISC Research, Ltd.
In China, with the broad expansion of opening to the outside world and the rapid
economic development, a large group of expatriate specialists are invited to native enterprises to
EXPATRIATE TEACHER RETENTION 23
help in fields such as technology and management. Because these specialists have moved to
China to work for local companies with a long-term stay, their children are eager to have a
high-quality international school locally in order to have an international education. In addition,
the increasing number of overseas returnees to China leads to additional demand for international
education. They hope their kids can have the opportunities to gain international talents through
the education in international schools. The quality of an international school is dependent on the
quality of the international teachers in the school. Currently, the increased number of
international schools is not being matched by a corresponding increase in the supply of
international teachers to be in post (Reeves & Wigford, 2008).
The International School Teacher Profile--Globally and in China: Who is an International
Teacher?

An international teacher is a teacher who has left his or her country for an overseas school
to spread knowledge on the global network by moving from country to country (Garton, 2013;
Langford, 2012; Savva, 2015). An international teacher should be academically and
professionally prepared to teach the offered curricula by an international school in any country
(Comirie, 2005). Such a teacher should be in possession of the certification or license from the
International Teachers’ Organization or Training Institution to teach in international schools.
Expatriate Teacher Turnover in International Schools
There is a large demand for the recruitment and retention of expatriate teachers as a result
of rapid growth of international schools. Teacher turnover, reported by a growing body of
literature, has become a substantial concern in the international school sector. In 2014, almost
350,000 educators served in over 7,000 English-medium schools in non-English-speaking
countries, and evidence suggests continuing growth for teachers during 2014 and 2015 (Mary
Hayden 2011; Tristan Bunnell et al. 2016). The mobility of international teachers in schools is
EXPATRIATE TEACHER RETENTION 24
seen as the norm and is a factor that illustrates changes in staff status from one year to next (Boe,
Bobbit, & Cook, 1997; Brummitt & Keeling 2013; Cox, 2012; Heyl & Damron, 2014). While
there is a large body of literature focused on teacher attrition in international schools; there is
only a handful of studies specifically focused on approaches to teacher retention. Actually,
teacher attrition has become a national crisis (Hunt & Carrol, 2003; Ingersoll & Smith, 2003).
The high teacher turnover in schools is bound to have a negative effect on school improvement
(Grissom et al., 2015; Ingersoll, 2001) and on students’ learning (Boyd et al., 2008; Ronfeldt et
al., 2013).
Factors Impacting Expatriate Teacher Turnover
There is a well-documented relationship between job satisfaction, job stress and retention
(Kremer-Hayon & Goldstein, 1990; Ninomiya & Okato, 1990; Sim,1990; Wisniewski, 1990). It
is less well documented what might impel teacher retention or turnover in an international school
(Joslin, 2002:33). Attraction and challenges of a school location are likely to be considered
(Caffyn, 2010; Chandler, 2010; Joslyn, 2002). When teachers are making the decisions to move
or to retain in schools in other countries, the attractions and challenges of the school’s location
are worth considering. The length of individuals’ overseas experience also has an impact on
teacher retention, that is, those longer serving as expatriate teachers are more likely to remain
(Kellett, 2015). Also for those educators with families, staying longer in one place will lead to
less transitions because it is better for their children (Catt, 2011).
Desroches (2013) points out that there are four factors influencing teacher turnover in
schools in general: 1) the low quality of living conditions; 2) dissatisfaction with salary; 3) the
inconsistency between teachers’ goals and the school’s goals, and 4) poor school leadership.
Getting a better understanding of the factors for teacher turnover in international schools is
EXPATRIATE TEACHER RETENTION 25
essential if schools want to reduce the turnover, retain good teachers, and improve the students’
learning environment. In this study, these related areas were examined specifically through an
examination of the XHIS administrators’ knowledge, motivation and organizational influences
on teacher retention.
Improvements of XHIS and Expatriate Teacher Turnover. In order to solve the problem
of k-12 education for the children of foreign nations in Xi’an, XHIS established the International
Department to provide K-12 education based on the American education system in 2004. During
the years from 2004 to 2013, XHIS had successively cooperated with Jahoo Education
Management Inc., EtonHouse International Education Group and Mapletree Education
Investment Pte Lte to promote the level of international education of the school. Yet, foreigners
were only 1% of the permanent resident population in Xi’an based on data from State
Administration of Foreign Experts Affairs P.R. China 2014, which led to a depressed enrollment
market. By the end of 2013, the annual tuition revenue for the school was around 72 million
dollars which was far less than the annual expenses of 122 million dollars, enrollment was
lagging and faculty and staff were 22 in total, including 10 expatriate teachers. Due to these
dynamics, the above three companies decided to terminate their contracts before the date of
expiration. After that, the school had to be managed by the government of Xi’an High-tech zone,
the Education Bureau of Xi’an Hi-tech Zone.
In 2014, in order to revive the flagging school situation, the principal and administrators
conducted a questionnaire survey of all teachers, students and their parents within the school to
search for a key to developing the school. The school delivered more than 10 reports on finance,
personnel, recruitment, curriculum construction and environmental construction to the local
government, such as Operating Model Transformation in Financial Services Report; 5-Year
EXPATRIATE TEACHER RETENTION 26
Strategic Plan Report; Reform of Compensation System of Expatriate Teachers; Reform of
Compensation System of Chinese faculty and staff; The IB Diploma Programme Report;
Changes in the Tuition and Fees Report; New Enrollment Policies Report; and New Scholarship
Policies Report. With the support and approval from the local government, XHIS began
marching into an awakening era.
Based on these reports, new policies began being carried out in 2015, with XHIS
advancing opportunity and growth. In 2016, XHIS was promoted to an IBDP candidate school,
and in April of 2017, the school was officially authorized into an IB school with three
programmes (PYP, MYP and DP). The school attracted 270 students from 22 countries and
regions and employed 76 faculty members in total. School year tuition revenue increased to 400
million dollars, which was over five times the tuition revenue in 2013. The school property has
also been transformed dramatically
With the increasing level of qualification of the teachers and students at the school, and the
increasing number of students, the academic level of the school should be rising at the same time.
Promoting a strong and innovative international education sector in Xi’an is at the core of the
school’s missions now. Access to high-quality education enables the foreigners’ children to gain
the knowledge and skills needed to achieve in the classroom and succeed in future. A high
functioning school also promotes the growth of this high-tech zone and the attraction of workers
to it in general. However, high turnover of expatriate teachers still has a serious influence on the
development of students' academic level, acting as a barrier to achieving the school’s educational
goals.

EXPATRIATE TEACHER RETENTION 27
Stakeholder Knowledge, Motivation, and Organization Influences on Performance
Anderson & Krathwohl’s (2001) taxonomy of knowledge suggests knowledge factors
include factual, conceptual, procedural, and metacognitive knowledge. Clark and Estes (2008)
gap analytical framework suggests that an examination of XHIS’s performance problem requires
an examination of possible knowledge causes affecting stakeholder performance related to
expatriate teacher retention. In terms of motivation, Clark & Estes (2008) provide a framework
through which choice, persistence, and mental effort are used to examine administrators’
motivation needs related to international teacher retention. Finally, Clark & Estes’ (2008)
suggest that to better understand the problem, an examination is needed of possible
organizational and cultural barriers faced by administrators trying to improve international
teacher retention.
Knowledge and Skills
Anderson and Krathwohl (2001) have offered a lens through which the four dimensions of
knowledge that include factual, conceptual, procedural and metacognitive knowledge can be
discussed in relation to stakeholder assumed to needs to meet their performance goal.
Factual knowledge. Factual knowledge is considered as the basic knowledge needed
within a discipline to solve a problem (Anderson & Krathwohl, 2001). At XHIS, administrators
may lack factual information associated with the school’s goals related to expatriate teachers.
They also may lack information on what might influence decisions of expatriate teachers
whether or not to remain in post or move on to a new position (Mancuso et al, 2011; Odland &
Ruzicka, 2009; Weston, 2014). In addition, the administrators may not be aware of differences
between international education and local education to have a clear understanding of teacher
retention priorities.
EXPATRIATE TEACHER RETENTION 28
Conceptual knowledge. Conceptual knowledge is described as the interrelationships
among the basic elements of knowledge including the knowledge of classifications, categories,
structure and how to organize these forms to function together (Anderson and Krathwohl , 2001).
In this case, administrators at XHIS may not have the ability to identify characteristics of
potential international teachers as well as use the necessary steps to attract more international
teachers in post. Furthermore, administrators may be unable to demonstrate an understanding of
how a high level of mobility is both cause and effect of ineffectiveness and low performance in
the organization (Ingersoll, 2001).
Procedural knowledge. Procedural knowledge refers to methods of inquiry and criteria
for using subject-specific skills, algorithms and techniques to complete a task (Anderson &
Krathwohl , 2001). Related to procedural knowledge, administrators at XHIS may not know how
to implement the policies that influence teacher retention (Chandler, 2010; Mancuso et al, 2011;
Odland & Ruzicka, 2009; Weston, 2014). Most importantly, administrators may not know how
to generate strategies to influence expatriate teachers to remain in their posts.
Metacognitive knowledge. Anderson and Krathwohl (2001) define metacognitive
knowledge as the awareness and knowledge of one’s own cognition, including the ability to
reflect on and adjust the skills and knowledge required to complete a particular task. In terms of
this study, administrators need to know how to reflect on the reasons for the need for the school
to maintain the continuity and quality of instructional programs. They need to be able to reflect
on the impact of their leadership actions and improve strategies to retrieve information from the
staff to adjust their own knowledge as needed. Administrators’ leadership behaviors play crucial
roles in teacher turnover and teachers’ personal and professional satisfaction and their decision
whether or not keep in post at school (Bogler, 2001; Chapa, 2012; Dajani, 2014; Welch, 2014).
EXPATRIATE TEACHER RETENTION 29
Motivation
Clark and Estes (2008) provide a framework based on a motivational pyramid to identify
and validate motivation influences on performance. Goal achievement is guided by motivational
influences together with knowledge and skills, and organizational supports (Clark and Estes,
2008). Motivation consists of active choice to hunt for a goal, persistency in keeping alignment
with the work goal, and mental effort casted toward the crucial goal.
Active choice. Motivation can be regarded as the ways via which goals are set and
pursued (Schunk, Meece, & Pintrich, 2012). XHIS administrators may have chosen to reduce
teacher turnover at the school in a passive approach mainly because they failed to make a choice
on actively pursuing this goal. Additionally, they may not value expatriate teachers persisting at
working and living in Xi’an, affecting their motivation to pursue greater retention.
Mental effort. Self-efficacy is described as personal judgment of one’s capability to
reach designated goals, focusing on results and outcome measurements (Bandura, 1997). XHIS
administrators may not have confidence in their abilities to help expatriate teachers be involved
in their new environment. They may lack self-efficacy in pursuing the goal of increasing teacher
retention.
Persistence. Persistence means one’s strong willingness to carry out a particular task
even if the task is boring, difficult or unchallenging. XHIS administrators may not attempt to
reframe current strategies on recruiting expatriate teachers, in part because they do not regard
expatriate teachers as the core of their attention. This may affect their persistence in addressing
the problem of expatriate teacher retention.

EXPATRIATE TEACHER RETENTION 30
Organization
It is impossible to achieve the designated organizational goal without sufficient processes
and tangible resources in place (Clark & Estes, 2008). Change also involves a look a focus on
organizational culture. Change can be difficult for an organization and may be influenced by and
impacted by the organization’s culture (Clark & Estes, 2008). The paragraphs below discuss
assumed influences on XHIS performance through the three organizational areas of work process,
material resources, and organizational culture.
Work processes. It is possible to achieve an organization’s goals when a system of
interacting processes is operating related to people, equipment and materials to manipulate
success (Clark & Estes, 2008). Administrators at XHIS were not trained for teacher retention
services; hence, they may have limited knowledge, skills and motivation in achieving the goal.
Moreover, in terms of work processes, they do not have a 5-year strategy to guide them that
aligns with the goal of increasing the rate of expatriate teacher retention.
Material resources. An organization needs tangible materials and equipment to meet
designated goals. XHIS administrators may lack finances to support an adequate compensation
package of expatriate teachers. Administrators may also receive limited materials and equipment,
which could serve as a barrier to recruit teachers and have a positive impact on expatriate
teachers’ decision-making in post.
Organizational culture. Organizational culture refers to the beliefs, values, attitudes,
feelings and assumptions that enhance the relationships and behaviors in an organization (Clark
& Estes, 2008; Cook & Yanow, 1993). A team's performance and effectiveness depends on the
creation of a context for incentives for team members to work together and build a common
understanding among team members about effective team dynamics (Dyer & Dyer, 2013). XHIS,
EXPATRIATE TEACHER RETENTION 31
having gone through rapid change in recent years, may not have an organizational culture
conducive to the retention of expatriate teachers and the administrators’ role in that.
Conclusion
The purpose of this study is to examine XHIS administrators’ knowledge and skills,
motivation, and organizational supports to increase expatriate teacher retention and offer
research-based solutions to existing needs. This chapter examined literature related to
international schools in the global and Chinese context as well as the international teacher profile
and implications for expatriate teacher recruitment and retention. Based on the literature and
knowledge, motivation, and organizational theory, this chapter also outlined possible
administrator knowledge, motivation, and organizational needs to improve expatriate teacher
retention. The following chapter, Chapter Three, provides the methodological approach to
examine in greater detail these assumed needs and validate existing needs to improve expatriate
teacher retention.

EXPATRIATE TEACHER RETENTION 32
CHAPTER THREE: METHODOLOGY
Purpose of the Project and Questions
The purpose of this study was to conduct a gap analysis (Clark & Estes, 2008) to identify
the causes of teacher turnover at XHIS. The stakeholder group of focus was administrators who
have a direct impact on improving teacher retention. The study started with producing a list of
assumed knowledge, motivation and organizational causes affecting administrators’ ability to
improve teacher retention, which were then tested, using the methodology outlined in this
chapter, in a systematic approach so as to focus on actual or validated causes.
School administrators can provide critical leadership insight and partnership to increase
the teacher retention at XHIS The study focused on the causes of teacher mobility at XHIS
through examining the administrators’ performance gaps existing in the areas of knowledge and
skills, motivation and organizational issues which need to be addressed in order for XHIS to
successfully lead an efficient and positive effort for department and school policy improvement
to reduce the rate of the teacher mobility.
In this study, qualitative and quantitative methodologies were used to collect data and
validate causes of the performance gaps. Quantitative data collection was based on a survey of
administrators. Qualitative data collection focused on in-person interviews with the
administrators. Additional data were also gathered by the document review and report analysis.
The questions that guided this study were the following:
1. What are administrators’ knowledge, motivation and organizational needs related to their
goal of increasing expatriate teacher retention?
2. What is the interaction between organizational influences and administrators’ knowledge
and motivation?
EXPATRIATE TEACHER RETENTION 33
3. What are the recommended knowledge, motivation and organizational solutions?
Methodological Framework
Using Clark and Estes’ (2008) gap analysis approach, the potential causes for the low
teacher retention were researched by identifying the gaps between the administrators’ actual
performance level and their preferred performance level within the organization. Assumed
causes for administrators’ performance gaps were generated based on three sources: 1) related
literature on the topic of study; 2) learning, motivation and organizational theory; and 3)
preliminary scanning data and critical behaviors. These causes were then validated through a
survey, interviews and document analysis. The solutions to validated causes of the performance
gap were based on research and recommended and evaluated in a comprehensive manner. The
Clark and Estes (2008) gap analysis approach is based on six main steps:1) identifying key
organizational goals; 2) identifying individual performance goals related to the organizational
goals; 3) determining performance gaps; 4) analyzing gaps to determine knowledge, motivation
and organizational causes of the gaps; 5) identifying research-based knowledge, motivation and
organizational solutions; and 6) implementing the solutions to the performance gaps and
evaluating results, which lead to fine-tuning the system and revising the goals. This process is
shown below in Figure 2.
EXPATRIATE TEACHER RETENTION 34

Figure 2. The Gap analysis process.
Stakeholders of Focus
The global organizational goal of XHIS is to cultivate international learners in the global
context and to maintain academic rigor in order to ensure that they are admitted to a university.
Meeting this goal requires students to experience consistent, quality instruction that supports
student learning.
Several stakeholders are involved in the processes of increasing student learning through
improving teacher retention. The main stakeholders to support this goal are the Educational
Bureau of Xi’an Hi-Tech Zone, administrators at XHIS and expatriate teachers.
The stakeholder group of focus for this study was educational administrators. As leaders
of XHIS, they play a key role in developing the strategic direction of the school and have
responsibilities for enacting positive policies to achieve the goal of reducing the rate of teacher
turnover at the school. The administrators are expected to have preferred leadership experience
to improve school diversity strategies and policy related retention.

EXPATRIATE TEACHER RETENTION 35
Assumed Knowledge, Motivation, and Organizational Causes of the Performance Gap
When addressing organizational performance, organizations often jump to solutions
without a throughout understanding of the underlying performance problem (Clark & Estes,
2008). There is a tendency to rely on general knowledge of the problem and provide a solution
without validation. This is evoked by overconfidence, time or social pressures (Clark, 2012) and
can lead to omit the root causes of performance gaps. Therefore, the gap analysis framework
(Clark & Estes, 2008) includes a thorough investigation into the causes of performance gaps
including three components: (1) preliminary scanning data; (2) learning, motivation, and
organization/culture theory; and (3) existing literature under question. The assumed knowledge,
motivation, and organizational causes for the low expatriate teacher retention based on learning,
motivation and organizational theory and the general research were discussed in Chapter Two
and are presented in Tables 2 through 4 below. The assumed knowledge, motivation and
organizational causes based on preliminary scanning data are discussed below and also presented
in Tables 2 through 4.
Preliminary Scanning Interviews/Personal Knowledge
Prior to data collection, this study started with an informational conversation conducted
with current administrator staff at XHIS. The assumed causes generated from these
conversations and preliminary scanning that may have an impact on the expatriate teacher
retention are discussed in the following three categories of knowledge and skills, motivation, and
organization.
Knowledge and skills. In order to understand the factors involved in teacher retention
and how XHIS will achieve the goal of improving expatriate teacher retention by 2020, the study
examined the current barriers for administrators at the school through a lens based on Anderson
EXPATRIATE TEACHER RETENTION 36
and Krathwohl’s (2001) taxonomy of knowledge types. Preliminary scanning suggests several
administrators’ knowledge and skills assumed causes influencing teacher retention.
First, because administrators at XHIS have never been trained for teacher retention related
tasks, they need to have necessary knowledge and skills to improve diversity policies to achieve
the goal of increasing teacher retention annually. A diverse setting needs to be included in
policies that develop opportunities for students, faculty and staff to work and learn in the
classroom, in the offices and on the campus. Moreover, administrators need to have knowledge
to identify potential expatriate teacher groups and to understand the interests and demands of
current expatriate teachers at school. This knowledge is particularly important because as a
young school, XHIS may have little brand presence outside of Xi’an, China which will be a
challenge for administrators to attract more teachers from other countries and reduce the mobility
of expatriate teachers at school. In addition, the limited knowledge of how to increase teacher
retention may lead to ineffective management.
Motivation. Motivation offers another lens through which to examine the administrators’
assumed influences affecting teacher retention. These motivation issues cover areas such as
lacking active choice, persistence, or mental effort (Clark and Estes, 2008). Currently, the
administrators may have less interest in or not place value in expatriate teachers persisting at
working in Xi’an. Some administrators may also not have enough confidence in helping the
expatriate teachers integrate into the global culture and the local culture. We are moving into a
new era of rapid change as multiculturalism paves a new path to grow in a global atmosphere at
school. What has appeared is a new environment with global demographics, needs and
expectations. The joining of expatriate teachers at XHIS affects the culture of the organization.
They bring their cultural norms to fit in with the new environment, including views on the value
EXPATRIATE TEACHER RETENTION 37
of education, the value of the profession as a whole, social and societal perceptions and previous
teaching experiences. The preconceived notions of expatriate teacher will also have a critical
influence on the current school culture. At the same time, it must be noted that any effect would
also be filtered through the prevailing culture operating in the school. Based on preliminary
scanning data, administrators may lack the persistence to renew and supplement their current
knowledge in making preferred policies on recruiting and retaining the expatriate teachers at
school.
Organization. Preliminary scanning data also suggest several organizational influences
on performance. With limited financial support from the Xi’an High-Tech Education Bureau, the
administrators may not take positive action to meet the package needs of the expatriate teachers.
Further, preliminary scanning data suggest a lack of goals and procedures to make a proper plan
in utilizing the funding to increase the rate of expatriate teachers at XHIS. Another contributing
organizational factor may be the lack of a professional learning group for administrators to share
experiences and learn from their peers with regard to the relatively new 6-year old school in
Xi’an, China.
Summary of Assumed Knowledge, Motivation and Organizational Causes
Tables 2 through 4 below provide a summary of stakeholder assumed knowledge,
motivation and organizational causes contributing the performance gap related to expatriate
teacher retention at XHIS. These tables include assumed influences from related literature on the
topic and learning, motivation and organizational theory, as presented in Chapter Two, and
assumed influences from scanning data as presented in this chapter.

EXPATRIATE TEACHER RETENTION 38
Table 2
Assumed Causes of Performance Gap: Knowledge and Skills
Knowledge Type Assumed Cause
Factual Administrators need information associated
with the school’s goals related to expatriate
teacher retention.
Administrators need to know the
differences between international education
and local education.
Conceptual Administrators need to know the
characteristics of potential international
teachers.
Administrators need to have an
understanding of the effects of high levels
of mobility on quality of learning and
instruction in the organization.
Procedural Administrators need to know the necessary
steps to attract more international teachers
in post.
Metacognitive Administrators need to know how to
implement policies that influence teacher
retention.
Administrators need to know how to reflect
on their leadership actions and improve
strategies related to expatriate teacher
retention.

EXPATRIATE TEACHER RETENTION 39
Table 3
Assumed Causes of Performance Gap: Motivation
Type of Indicator Assumed Cause
Active Choice Administrators may have chosen to take a
passive approach to reducing teacher
turnover at school.
Administrators need to value expatriate
teacher persistence at working and living in
Xi’an.
Mental Effort Administrators need to have confidence in
helping the expatriate teachers to be
involved in the new environment.
Persistence Administrators need to be persistent in
attempts to reframe the strategies on
recruiting expatriate teachers.

Table 4
Assumed Causes of Performance Gap: Organization
Type of Indicator Assumed Cause
Work Process Administrators need to have a formal
strategy that aligns with the goal of
increasing the rate of expatriate teacher
retention
Material Resources Administrators need to have finances to
support the package of expatriate teachers.
Organizational Culture Administrators need an international view,
instead of a view influenced strongly by
local culture, when creating an inclusive
organizational culture at XHIS.

Population of Study
The stakeholder group for this study was administrators from Xi’an High-Tech
International School, located in the northwest part of China and in Shaanxi Province. The school
is a state school with a staff of 100 teachers and approximately 300 students currently. The key
focus of data collection was to identify the root of the challenges administrators face in
EXPATRIATE TEACHER RETENTION 40
increasing the expatriate teacher retention at XHIS and how knowledge and skills, motivation,
and organizational setting influenced their performance toward meeting the goal of increased
retention of expatriate teachers. The population for this study consisted of 20 administrators, all
of whom were asked to answer survey questions and 10 of whom, the department directors, were
asked to participate in the in-person interview. In order to maintain anonymity, a link to online
survey questionnaires was sent to administrators with registered school email accounts.
Data Collection
After obtaining permission from University of Southern California’s Institutional
Review Board, all administrators from XHIS were asked to participate in the survey, which was
sent by email. The survey was sent to all administrators at the school in fall 2017. The survey
was kept online for two weeks to give the administrators sufficient time to complete it. Results
did not identify the respondents in order to guarantee confidentiality. Following the survey, 10
administrators, the directors from different departments, were purposefully selected to participate
in an interview conducted in fall 2017. The in-person interview was limited to 15 questions and
one hour maximum to better understand the gaps in knowledge, motivation and organizational
influences that interfere with expatriate teacher retention at XHIS.
Surveys
The stakeholders in the study were the administrators at XHIS. Twenty administrators
were asked to participate in the survey. All 20 administrators completed the survey for a
response rate of 100%. These administrators are from separate departments that include
Executive Office, Admission Office, Students’ Affair Office, General Affair Office, Financial
Office, the head of primary sector and the head of high school sector and the principal of the
whole school. The questionnaire in Chinese and English included 17 questions and was
EXPATRIATE TEACHER RETENTION 41
estimated to take approximately 25 minutes to complete. The survey questions used a four-point
Likert Scale (strongly agree, agree, disagree, strongly disagree), and the survey was sent by
email. All respondents were not identified to preserve the validity and reliability of survey results.
The survey is provided Appendix A.
Interviews
Ten participants, who are the directors of the departments, were interviewed individually
in person in fall 2017. The interview was performed to collect information from the participants
who are directors of each department at the school. All interviewees were asked the same
questions in English or in Chinese related to potential gaps concerning knowledge, motivation
and organizational influences. The conversational interview was limited to 15 questions and one
hour maximum. Each interview started with demographic questions before transitioning to
assumed causes related to queries. During the conversational interview, the goal of the
interviewer was to minimize bias and probe deeply allowing the interviewee to add what he or
she deemed important (Merriam, 2009). In order to keep the interviewees feeling free and
comfortable to answer all the questions and benefit from the spontaneity of the interview process,
the face-to-face interview was conducted by someone from an outside information collection
company in Xi’an. The researcher of this study did not conduct the interviews as she is in a
supervisory position to those being interviewed. Instead, an outside, independent interviewer
conducted the interviews. All interviews were recorded with permission, and these discussions
were transcribed upon completion of the interview. In order to preserve confidentiality and
security, the transcriptions were kept in a pin-code secured computer and the records were
locked in a file cabinet. The interview protocol is provided in Appendix A.

EXPATRIATE TEACHER RETENTION 42
Document Analysis
In order to achieve a comprehensive analysis and further triangulate the data, the
following documents were examined and complied: administrator evaluation document, faculty
agendas, and Xi’an High-Tech International School fiscal year planning documents.
Data Analysis
The data collected from the survey was analyzed and coded to assess stakeholder
knowledge and skill gaps related to the performance goal. Types of knowledge examined
included factual, procedural, conceptual and metacognitive knowledge. To document stakeholder
motivation related to improving expatriate teacher retention, variables related to motivation were
coded as active choice, persistence, mental effort, self-efficacy, value, interest, and goal
orientation. On analyzing organizational resource and organizational culture gaps, policies,
procedures, work processes, resources, and organizational culture were studied.
For the qualitative data collected via interviews, the transcripts were categorized according
to knowledge and skills, motivation, and organization to gather and examine associated
information and capture causes of the performance gap. Document analysis was also employed
to further compare what was learned from the survey and interviews. Limited document analysis
was conducted during the data collection period. Review of XHIS documentation related to
teacher recruitment and student enrollment was gathered and reviewed during the literature
review and solution generation period.
Trustworthiness of Data
For practical purpose, a combination of quantitative and qualitative methods was used to
gather data for this study. According to Patton (1999), triangulation enhances research to be
accurate. Therefore, qualitative and quantitative methods were essential to validate knowledge
EXPATRIATE TEACHER RETENTION 43
and skills, motivation and organizational causes of performance gaps at XHIS. The quantitative
set of data was collected in the form of survey responses of administrators. The qualitative data
was gathered through in-depth individual interviews of administrators. In addition, the data from
document analysis provided a comprehensive way to enhance what was learned via the survey
and the interviews.
Role of the Investigator
The investigator has been the principal of XHIS since 2013. Her responsibility covers
many different areas including administrators’ leadership evaluation, teacher evaluation,
and student discipline, among other areas. The core of her job at the school is ensuring that that
all members are doing what they feel is best for all constituents involved, becoming efficient at
practices such as prioritizing, scheduling, and organization. During the investigator’s five years
working at and observing the school, expatriate teacher retention has been a large concern in the
organization. In order to improve the environment of the school and develop the staff’s
conditions to attract more expatriate teachers and retain them at school, the investigator sought to
conduct a study of the knowledge, motivation, and organizational needs of the administrators and
search for solutions through the gap analysis methodological approach.
As the principal of the whole school, the investigator is also one of the administrators at
the school and works with her teammates shoulder-to-shoulder to help them develop to serve the
organization better. In this role, the survey was conducted anonymously, and the records of the
in-person interviews were kept secured. Participants were assured that participation in the survey
and interview would not be included in any job evaluation criteria nor would their feedback
impact any evaluation of their performance.

EXPATRIATE TEACHER RETENTION 44
Limitations and Delimitations
Potential limitations in the study include administrators’ mobility at the school and the
scope of participants. The administrators included in the survey and interview were not a random
sample. In addition, there may be limitations in terms of the participants’ responses, including
answering what they perceived to be the “right” answer or providing answers that would limit
expression of shortcomings. In addition, the study was limited to a particular, short time period,
fall 2017, and the results may be affected by this. Lastly, the administrators themselves lack
cultural alignment. Administrators come from different districts and contexts with their
respective cultural backgrounds, which impacts operations, internal cohesion, and organizational
perceptions as may be reflected in their responses. Another possible limitation is that an outside
consultant, with less familiarity of the organization than the principal investigator, conducted the
administrator interviews.
As for the delimitations in this study, XHIS is an international school in Xi’an and it has
a young history, only for about six years. As for a young school, there are many issues to be
addressed, including finances, enrollment of students, the building of the school cultural
environment, the staff’s compensation, the teachers’ mobility, and the students’ mobility. Among
these issues, the topic of expatriate teacher retention has been chosen because Xi’an is being
developed into an international metropolis by the governors according to the new policy, “the
Belt Road” of China. From this point of view, XHIS should follow the policy and be developed
gradually and strongly, and to that end, it is necessary to solve the issue of retaining expatriate
teachers at the school. At the same time, the issues facing the school as it develops and grows are
interrelated and will require a coordinated approach. Most of the administrators, whose average
age is about 30, are still emerging in their leadership to achieve the goals of school.
EXPATRIATE TEACHER RETENTION 45
CHAPTER FOUR: FINDINGS AND DISCUSSIONS
This chapter discusses the findings that address two of the research questions guiding this
study:
1. What are administrators’ knowledge, motivation and organizational needs related to their
goal of increasing expatriate teacher retention?
2. What is the interaction between organizational influences and administrators’ knowledge
and motivation?
The findings are presented below in the broad categories of administrator knowledge,
motivation and organization needs that affect expatriate teacher retention at XHIS. The previous
chapter provided a discussion of the research design and instruments used to collect the data to
better understand the assumed stakeholder knowledge, motivation and organizational (KMO)
needs to reach the performance goal related to expatriate teacher retention. In this chapter, the
data are reviewed and analyzed to validate or not validate the assumed administrator KMO
needs. Validation suggests that, based on survey and interview data, administrators have a need
for additional knowledge, motivation or organizational supports that are not currently in place to
improve expatriate teacher retention. A need that is not validated suggests that the stakeholder
group has the sufficient knowledge, motivation or organizational supports in place in that area to
reach the performance goal. The next chapter presents recommended solutions to address the
validated stakeholder needs to help the stakeholder group reach their performance goal and the
larger organizational goal related to expatriate teacher retention.
The survey and interview instruments used for validation of the assumed needs are
presented in Appendix A. This chapter is organized according to the KMO framework and
consists of the following three sections:
EXPATRIATE TEACHER RETENTION 46
1. Findings and discussions of the knowledge needs of the administrators;
2. Findings and discussions of the motivation needs of the administrators;
3. Findings and discussions of the organizational needs of the administrators.
Each section highlights the assumed needs that were validated and those that were not validated.
Findings and Discussions for Knowledge Needs
The study assumed that seven knowledge influences underpin the success of divisional
administrators in their efforts to retain expatriate teachers at XHIS. It was assumed that
administrators need to possess a range of relevant knowledge in order to be successful in their
efforts to retain expatriate teachers. Six assumed knowledge needs were validated by the data,
and one was not validated, as can be seen in Table5 below.
Table 5
Validation of Assumed Administrators Knowledge Needs
Assumed Knowledge Needs Validated Not Validated
1. Administrators need information about the school’s
goals related to expatriate teacher retention (F).
X
2. Administrators need to know the difference between
international education and local education (F).
X
3. Administrators need to know the characteristics of
potential international teachers(C).
X
4.Administrators need to have an understanding of the
effects of high levels of mobility on quality of learning
and instruction in the organization(C).
X
5.Administrators need to know the necessary steps to
attract more international teachers in post (P).
X
6. Administrators need to know how to implement
policies that influence teacher’s retention (P).
X
7. Administrators need to know how to reflect on their
leadership actions and improve strategies related to
expatriate teacher retention (M).
X
Key: F = Factual P = Procedural C = Conceptual M = Metacognitive
EXPATRIATE TEACHER RETENTION 47
The administrators interviewed and surveyed possess general knowledge related to
teacher retention as well as general knowledge about the culture of mobility that defines the life
of expatriate teachers and the steps that teachers go through in deciding whether or not to remain
in post. However, the administrators demonstrate, in general, a lack of a deeper knowledge and
understanding related to teacher retention.
Knowledge of School’s Goals Related to Expatriate Teacher Retention
The first assumed knowledge need is that, in order to be effective in supporting teacher
retention, administrators need to possess knowledge of the school’s goals related to their
retention. The survey data suggest that administrators have factual knowledge of school goals
related to expatriate teacher retention, with all respondents agreeing or strongly agreeing with the
statement, “I know what the school’s goals are for expatriate teacher retention.” In addition, each
of the 10 heads of department interviewed demonstrated some knowledge of the school’s goals
related to expatriate teacher retention. However, the interviews suggested a lack of clarity around
the goals.
Each of the heads of department stated that they know the school’s goals related to
expatriate teacher retention, but, when asked to state the school’s goals, their responses
suggested that some are not clear on the goals. For example, some administrators stated the
overall goal of school is the same as that of the city, which is to attract more investment.
Specifically related the school’s goals for expatriate teacher retention, the administrators showed
varying depth of understanding. For example, Administrator 1 stated,
The school’s big goal is definitely to build a first-rate international school, and then a
little goal of XHIS may be that the school needs to impact all schools at the entire
high-tech zone to have an improvement on the international level.
EXPATRIATE TEACHER RETENTION 48
Similarly, Administrator 2 stated, “It is in line with this international school that it conforms to
the vision and the role of the international school, and I think it should be because this is the
same goal with every international schools in Xi’an.”
In response to the interview question on the school’s goals related to expatriate teacher
retention, Administrator 3 stated,
I see the school’s goals as being to provide a very good quality of international education
here in Xi’an. And that the school is to attract foreign investment to Xi’an. [XHIS] is
going to fix the education that it will be a top quality international school here for
expatriates and their families.
Among the interviewees, two respondents thought that there was no connection between the
school’s goals and teachers’ retention, with one stating, “The school goal and expatriate
teacher’s retention do not connect to each other.”
In contrast, four heads of department did elaborate on how the goals of the school had
direct impact on teacher retention. For example, one interviewee stated,
I think that if teachers agree with our school goals, he is interested and motivated, this is
the impact of school goals on teachers. In turn, teachers through their constant efforts, the
direction of the development of the school is correct, will form a virtuous cycle.
Another stated, “It is definitely if you have strong beliefs with your goals, then you [will] also be
able to encourage the entire teachers to come and join your team, the teacher retention is
definitely alongside with goals.”
In terms of factual knowledge of the school’s goals related to expatriate teacher retention,
while the survey data suggest they have knowledge of these goals, interview data indicate they
EXPATRIATE TEACHER RETENTION 49
are not well versed on school goals, specifically those related to expatriate teacher retention.
Hence, this assumed need is considered to be validated.
Knowledge of Differences Between International Education and Local Education
To increase expatriate teacher retention, administrators need factual knowledge of the
differences between international education and local education. This assumed need is validated
based on the findings from the administrators’ interviews. Similar to the previous assumed need,
the survey data and the interview data suggested different levels of knowledge. All survey
respondents expressed they have knowledge of the difference between international education
and local education, agreeing or strongly agreeing to the statement, “I understand the differences
between international education and local education.” In contrast, the interview data indicate that
some of the respondents have little knowledge of the differences between international and local
education. Figure 3 presents how some of the administrators classified differences between
international and local education when asked in the interview.

Figure 3. The differences between international education and local education as stated by the
administrators.

When asked to support their statements with evidence of these differences, only two of
the 10 respondents could support their points with any literature. Mollis (1991) stated that
International Education
• More sensitive
• Creative thinking
• Student-Centered
• Small class sizes
LocalEducation
• Heavy homework load
• Huge class sizes
• Part of international
education
EXPATRIATE TEACHER RETENTION 50
making educational comparisons always involves both difference and sameness. Hence, while
the survey responses suggested administrators have knowledge of differences between
international and local education, the interviews suggested that they, in general, do not have a
working definition of or research-based knowledge of these differences.
Ability to Identify Characteristics of Potential International Teachers
The third knowledge assumed need, related to conceptual knowledge, was validated
through the interview question, “What are the characteristics you look for in potential
international teachers?” The interview question allowed administrative directors to identify
multiple characteristics they look for in hiring potential international teachers. Each of
respondents identified the characteristics in answering the question, which resulted in 14
responses, as outlined in Figure 4 below.

Figure 4. Interviews for identifying characteristics of potential international teachers.
According to the findings, the main characteristic administrators look for in recruiting
expatriate teachers is that the candidate should be rich in knowledge of pedagogy, which was
0 1 2 3 4 5 6 7
rich in knowledge of pedegogy
rich in knowledge in the classroom
caring
helpful
positive
right-minded
creative
patient
education-loving
young at heart
dedicative
responsible
adaptable
open-minded
charateristics for potential international teachers
EXPATRIATE TEACHER RETENTION 51
evidenced through six responses, followed by the three factors (positive, education-loving, and
open-minded) which were present in two responses. The other characteristics received one
response each. An additional characteristic, emotional intelligence, which plays a significant role
in a teacher’s perception of their job satisfaction (Judd, 2013), was not mentioned by these
interviewees. Meisler (2010) further suggests that expatriate teachers with high levels of
emotional intelligence are more likely to perceive organizational justice than their peers, and
emotions are involved in everything they do: every action, decision and judgment. Emotionally
intelligent people recognize this and use their thinking to manage their emotions rather than
being managed by them. The overall result of research suggests that emotional intelligence plays
a significant role in job performance, motivation, decision-making, successful management,
leadership, and job satisfaction.
In the interviews, the researcher noted that only six administrative directors gave reasons
for the factors they pointed out should be characteristics for potential international teachers, with
the other four only listing the factors. Of all 14 conceptual variables in Figure 4, only one
administrative director stated four factors in the interview; comparatively, the others mentioned
only one or two factors in their interviews.
The 10 administrative director interviews suggest there is a gap between knowledge of
identifying characteristics of potential international teachers and the characteristics suggested by
the literature. This lack of knowledge is also supported by data from the survey, as shown in
Figure 5 below, with 25% of respondents stating they have no confidence in their conceptual
knowledge in terms of identifying these characteristics. Although 75% of respondents indicate a
level of confidence in this area, the data from their interviews suggest that administrators do not
EXPATRIATE TEACHER RETENTION 52
have depth of knowledge in this area.

Figure 5. Survey for identifying characteristics of potential international teachers.
Based on the evidence provided above, the administrative director interviews and survey
suggest a need for additional knowledge of the characteristics important in hiring expatriate
teachers that could contribute to their retention at XHIS. Therefore, this assumed knowledge is
considered to be validated.
Knowledge of the Effects of High Levels of Teacher Mobility on Instruction and Student
Learning

The fourth assumed knowledge need was assessed through the survey question, “I
understand the negative effects of high levels of expatriate teacher mobility on the quality of
instruction and student learning in our school” and through the interview question, “What might
be the effects of high teacher mobility on the quality of instruction and student learning at our
school?” This assumed knowledge need was validated by the findings from interview data.
Although all survey respondents agreed that administrators have a clear awareness of the
negative effects of high level mobility (Figure 6), this knowledge was not supported by the
interviews.
0%
20%
40%
60%
strongly agree agree disagree strongly disagree
I know how to identify the characteristics of potential international
teachers
EXPATRIATE TEACHER RETENTION 53

Figure 6. Survey results on knowledge of the effects of high levels of mobility on student
learning.

In terms of the negative effect of high teacher mobility on student learning, in interviews,
only four administrative directors could express any of the negative effects on student learning,
and one director expressed that it will have a positive effect. For example, one administrator who
expressed potential negative effects stated,
I am very worried that if a good teacher leaves, the next teacher is not as good as before,
whether in knowledge or teaching methods. The gap with the former teacher is very
large. Students may lose the motivation of learning.
Similarly, another administrator stated,
A teacher left school after two years contract, he/she may just understand the students’
information, then change a new teacher, he/she need to get the understanding of the
students’ background again, which is very difficult for individualized and differentiated
teaching, because the teacher could not understand the students very well in a very short
time.
A central tenet to having knowledge of the effects of high levels of mobility on student
learning is the understanding of the connection between teacher retention and building strong,
40%
60%
0%
0%
strongly agree
agree
disagree
strongly disagree
I understand the negative effects of high levels of expatriate teacher
mobility on the quality of instruction and student learning in our
school.
EXPATRIATE TEACHER RETENTION 54
trusting and caring relationships with the students. Guin (2004) also noted that teacher frustration
results from lack of staffing consistency, and schools with high teacher turnover are associated
with lower student achievement. When teachers mature and spend more time on the job, their
students perform better on various achievement measures (Balazar, 2015; Kraft & Papay, 2014;
Ost, 2014; Rockoff, (2004)). Ronfeldt (2012) referred to the phenomena that schools with high
teacher turnover rates are more likely to underachieve on various student outcome measures as a
disruptive effect of teacher turnover.
The administrative directors, as suggested through interviews, do not have sufficient
knowledge of the effects of high levels of mobility of teachers on students and their school, and,
therefore, this assumed knowledge need is validated.
Knowledge of the Necessary Steps to Attract More Expatriate Teachers in Post
The fifth assumed knowledge need was that the administrative directors need to know the
steps that would help attract more expatriate teachers is validated, as revealed by the data from
the survey and interviews. In the survey, the administrators were asked, “I know the necessary
steps to attract more international teachers to our school,” and 80% of respondents agreed and
20% of respondents disagreed with the statement. Further, the administrative directors’
knowledge was assessed through the interview question, “What do you think are some necessary
steps to attract more international teachers to our school?” Seven administrative directors showed
a slim understanding in their interview responses of the steps needed to recruit additional
international teachers to the school. Only three respondents showed clear procedural knowledge
and provided examples and approaches based on their own department cases, ranked these
factors influencing the decision-making steps of the expatriate teachers, and talked in detail of
actions they have taken to attract international teachers to the school. For example, one
EXPATRIATE TEACHER RETENTION 55
administrator responded, “There are some parts of this. One, what can you directly offer for
foreigner? Two, what services are available? Three, what can I do in this city for foreigners?
Four, building trust! We got different parts here.”
The other seven respondents, however, did not mention factors to help recruit additional
expatriate teachers such as teaching resources, school condition, salary, the opportunity for
personal improvement, quality of service at the school and in the city, leadership, and school
culture. In addition, they did not provide knowledge of the ways to resolve these factors to help
attract more international teachers. One of the respondents, instead, discussed how difficult it
will be to compete with other international cities for expatriate teachers:
This is a big topic. I think the two aspects of city and school. Well, if a teacher in
Shanghai, HK, or Guangzhou, because those cities are more internationalized, which
meets the needs of multicultural where it is much easier to attract some people.
Expatriate teacher recruitment success requires rich and clear knowledge to ensure
administrative directors can take suitable actions to attract and retain teachers. Therefore, the
interview data suggest that administrators at XHIS lack needed procedural knowledge of the
factors affecting international teacher recruitment and steps to take to attract more of them, thus
validating this assumed knowledge need.
Knowledge of How to Implement Policies that Influence Expatriate Teacher
Decision-making to Remain in Post

The sixth assumed procedural knowledge need that administrative directors need to know
how to implement policies that influence expatriate teachers’ decisions regarding whether to
remain in post is considered to be not validated based on the data from the survey and the
interviews. The finding was revealed through two interview questions: “What policies do you
implement to influence expatriate teacher decision-making to remain in their posts?” and “How
EXPATRIATE TEACHER RETENTION 56
effective do you think that approach has been?” The data from the survey in Figure 7 below also
indicated that all respondents strongly agree or agree that they know methods to use to positively
affect teacher decisions to remain at school and how to implement them.

Figure 7. Administrators’ knowledge of the policy implementation with regards to expatriate
teacher retention.

The survey suggests the administrators know the methods that they can use to positively
affect expatriate teacher decisions to remain at XHIS and how to implement them, with the
interview data providing additional evidence. Each of the administrative directors shared their
approaches from their own department perspective. One interviewee said,
In this regard, I know very well what policies affect the retention of teachers, but it still
takes some time to implement them. For example, we provide global insurance. We have
reformed the salary system to meet the needs of teacher development. We have
formulated some policies that distinguish the local schools to support the development of
the international schools, but the implementation of the policy needs to be better
practiced.
Seven respondents provided details of high-quality services they use to help influence teacher
retention. One of those policies involves assisting novice expatriate teachers with high-quality
and sustainable care and service, hoping to comfort and satisfy the new teachers in an unfamiliar
0%
20%
40%
60%
80%
strongly agree agree disagree strongly disagree
I know methods that I could use to positively affect expatriate teacher decisions to remain at
school and how to implement them.
EXPATRIATE TEACHER RETENTION 57
environment. In the implementation process, the administrators discussed policies that focused
on making expatriate teachers’ lives easier and more convenient. Another interviewee said,
We also need to formulate a very effective communication policy to ensure effective
communication between schools and teachers so that all teachers understand the school's
policies and understand why they are formulated. In short, achieving consensus is
conducive to collaboration.
Based on the survey and interview data, this assumed need is not validated as
administrators appear to have needed knowledge on how to implement policies that influence
teacher retention.
Knowledge of How to Reflect on Their Leadership Actions and Improve Strategies
The seventh assumed knowledge need, a metacognitive influence on performance, is that
administrative directors need to know how to reflect on their leadership actions and strategies to
improve expatriate teacher retention. In particular, they need to have the ability to identify the
positive or negative impact on expatriate teacher retention triggered by their own leadership
behaviors. The administrators were asked in the interview, “How do you use the input from staff
to improve your leadership actions and strategies related to expatriate teacher retention?” The
administrators’ responses were similar to the ones under the previous assumed knowledge need
in that the respondents mentioned that the lens of “expatriate teachers’ needs and concerns”
guides their behaviors or leadership. They provided evidence by sharing their own experience of
what has had a positive impact on expatriate teacher decisions to stay in post. One interviewee
stated,
EXPATRIATE TEACHER RETENTION 58
First of all, I have to be a good listener and know what teachers' think. To see their
different ideas, then to think of whether it is the reason for communicating issue or
whether they do not understand the policy, helps them understand and communicate.
Another said
My approach is to do the best job I can, to have the teacher’s back, to support them the
best I can, and to support them within this context to within my roles as the head of the
division. I don’t really know what else I can do to keep teachers, you know what I mean,
I cannot offer more money.
However, there were only two interview responses that suggest administrators collect input from
staff to help them reflect on their leadership style and practices related to expatriate teacher
retention. An annual anonymous survey was one example given by one of the two administrators
as a tool to help improve their leadership.
According to substantial research literature, of all factors with regards to teacher
retention, the leadership of administrative directors matters for teachers’ decision regarding
whether to stay in post (Boyd et al., 2009; Oliver & Winona, 2008; Nguni, Sleegers, & Denessen,
2006). The administrative directors included in this research lack knowledge of how use input
from staff to improve their leadership actions and strategies related to expatriate teacher
retention. Therefore, this assumed knowledge need is validated.
Summary of Knowledge Needs
This section discussed the findings related to the seven assumed knowledge influences on
expatriate teacher retention. Six assumed knowledge influences were validated, and one was not.
The validated knowledge needs ranged from factual to conceptual to procedural to metacognitive
knowledge needs for administrators to reach their performance goal related to expatriate teacher
EXPATRIATE TEACHER RETENTION 59
retention. Chapter Five offers recommendations to address these administrator knowledge needs.
The next group of findings is focused on needs in the area of motivation.
Findings and Discussions for Motivation Needs
There were four assumed administrator motivational needs related to expatriate teacher
retention at XHIS. Three of the assumed needs were not validated, suggesting that administrators
have the motivation to take action in these areas. One of the four motivational assumed needs
was validated, suggesting administrators do not currently have the motivation in this area and a
strategy or solution is required to increase expatriate teacher retention. A listing of the assumed
motivational needs and their validation is presented in Table 6 below.
Table 6
Summary of Motivational Assumed Causes and Findings
Assumed Motivation Causes Validated Not
Validated
1. Administrators may have chosen to take a passive
approach to reducing teacher turnover at school.
X
2. Administrators need to value expatriate teacher
persistence at working and living in Xi’an.
X
3. Administrators need to have confidence in
helping the expatriate teachers to be involved in
the new environment.
X
4. Administrators need to be innovative in attempts
to reframe the strategies on recruiting expatriate
teachers.
X

Motivational Indicator: Choice to Take a Passive Approach
The first motivational indicator is that the administrators may have taken a passive
approach to reducing teacher turnover at XHIS. An interview question asked, “What is your
approach to reducing teacher turnover at this school? What other strategies do you think might
be important to use?” The survey asked, “I have taken an active approach to reducing teacher
EXPATRIATE TEACHER RETENTION 60
turnover at XHIS.” In all interviews, the respondents presented their active approaches to reduce
expatriate teacher turnover, which were supported by data from the survey in Figure 8 below
indicating that nine respondents take an active role in teacher retention.

Figure 8. Administrator survey: an active approach to reducing teacher turnover.
In addition, the interview responses suggest administrators actively approach teacher
retention challenges, including emphasizing the importance of the role of relationship building to
the process of understanding each expatriate teacher’s needs (Figure 9). Almost all respondents
expressed their active measures in reducing expatriate teacher retention and encouraging them to
remain in post.
I have taken an active approach to reducing teacher turnover at XHIS.
Strong Agree15% Agree75% Disagree10% Strong Disagree0%
EXPATRIATE TEACHER RETENTION 61

Figure 9. Administrator survey: an active individual approach to reducing teacher turnover.

Within the active choice discussion, Figure 9 illustrates the intentionality of the
administrative directors around reducing teacher turnover, particularly in the area of relationship
building. For example, five of administrators mentioned face-to-face communication with
teachers. In addition, two administrators solicit teachers’ feedback and one creates humanity
caring for teachers. Another two interviewees discussed providing meaningful support for
teachers, such as academic coaching, action research, technology integration, and quick and
responsive financial support. One of the administrators mentioned that many novice expatriate
teachers to Xi’an have trouble with the basics: finding doctors speaking English fluently or
booking a taxi. Therefore, they feel a big gap with the local culture.
The administrators acknowledged that teachers can feel more respected, professional and
able to adjust to their living and teaching practice when provided with deeper understanding and
personalized service from the school. Such as one interviewee stated,
Creating more opportunities for teachers to learn about the area where we live at. Take
them to learn more about Chinese culture, I think first of all important as professional,
and helps communicate better, to build this type of activities when we have new staff that
0%
10%
20%
30%
40%
50%
60%
Support teachers Create humanity for
teachers
Solicit teacher feedback Have communication
with teachers face to
face
What's your approach to reducing teacher turnover at school?
EXPATRIATE TEACHER RETENTION 62
arrives. We offer trips to museums, trips to Terra-cotta Warriors, trips to the Muslim area.
And I think this is important, right? Help your staff understand and appreciate local
culture.
Another core factor discussed during the interviews as having a strong impact on teachers
remaining in post was that teachers feel powerless and frustrated if their voice does not matter to
school leaders and policy makers at the school level. In daily work, the administrators take an
active role in providing opportunities for teachers to have a voice in school governance by
talking with leaders face to face, reporting their concerns and upcoming topics for meetings, and
calling for teachers’ involvement in policy making. Therefore, the first motivational assumed
cause is not considered to be validated, as administrators take an active role in teacher retention.
Motivational Indicator: Value Expatriate Teacher Persistence
The second motivational indicator is that administrators may not value expatriate teacher
persistence at working and living in Xi’an. This assumed influence is also not validated,
suggesting that administrators do value teacher persistence. This was supported by the survey
data pertaining to the question, “I value expatriate teacher persistence at working and living in
Xi’an” (Figure 10) and is consistent with the previously presented evidence of administrators
taking an active approach to reducing teacher turnover at XHIS.
EXPATRIATE TEACHER RETENTION 63

Figure 10. Administrator survey: The valuation on expatriate teacher persistence at working and
living in Xi’an.

The findings for the two motivational assumed influences related to active choice were
not validated as administrators showed motivation to take action to encourage expatriate teacher
retention and state that they value expatriate teacher retention.
Motivational Indicator: Confidence in Helping Expatriate Teachers
All 10 administrative directors suggested they recognize the key role played by
leadership behaviors concerning expatriate teacher retention and feel confident in helping
expatriate teachers stay in post. The administrative directors stated investing a high level of
mental effort to assist expatriate teachers in their roles. During the interviews, the respondents
spoke of the high levels of focus on building trust and building a hospitable and safe community,
especially for new expatriate teachers. Administrator 1 stated,
Yes, I feel that we are always questioning ourselves, our abilities, what more can we do.
When a teacher leaves, you feel like, wow, what more can I do? But I think you have to
be confident in your ability, and you have to keep doing what you know are right and to
be a caring leader.
0%
10%
20%
30%
40%
50%
60%
strongly agree agree disagree strongly disagree
I value expatriate teacher persistence at working and living in Xi’an.
EXPATRIATE TEACHER RETENTION 64
Similarly, Administrator 2 stated,
I am very confident to help teachers, as an administrator, we must first have a sense of
service. We serve expatriate teachers well, then teacher can educate students well. I am
confident because I have local and global resources, I have the confidence to coordinate
well and help the teacher to stay well.
Administrator 2 further talked of a positive attitude toward having an empathetic
connection with expatriate teachers. Another interviewee explained that high levels of mental
effort and energy are needed in successful leadership, which is supported by actual behaviors of
administrators who make expatriate teachers feel valued. Administrator 4 mentioned planning
activities that support wellness could improve the climate and community of the school and
promote a healthy work-life balance for teachers. Administrator 7 spoke of the importance of
personalized performance feedback for each teacher when creating schedules, considering that
teachers need to take care of themselves and find time for teachers to get together on the
professional level.
One respondent discussed intentionality around raising entry-level salaries for new
expatriate teachers. The respondent further stated that the school should create an environment
that encourages new teachers to continue to grow, evolve and perform. The administrative
director offered a full picture of the school’s environment that showed how expatriate teachers
are being put first to enhance their retention. The administrative survey data in Figure 11 gives
additional evidence of administrator confidence, suggesting that 95% of administrators are
confident in their ability to take action in leadership that will have a positive impact on expatriate
teacher retention.
EXPATRIATE TEACHER RETENTION 65

Figure 11. Confidence in administrators’ ability to help expatriate teaches become comfortable
in their new environment.

As stated above, this assumed motivational cause is not validated, as administrative
directors show confidence in their influential role as leaders to take actions to increase expatriate
teacher retention and no solutions are needed in this area.
Motivational Indicator: Persistence in Strategies to Recruit Expatriate Teachers
The fourth motivational indicator is that administrators need to be innovative in attempts
to reframe strategies on recruiting expatriate teachers. An interview question asked, “What
strategies have you developed to recruit expatriate teachers? How have you changed these
strategies over time?” Evidence from the administrative director survey and interviews suggest
they have not been persistent in attempts to reframe the strategies on recruiting expatriate
teachers.
The survey asked, “I am persistent in working to reframe strategies to recruit expatriate
teachers,” with 5% strongly agreeing, 65% agreeing, and 30% disagreeing. The interview
question then asked, “What strategies have you developed to recruit expatriate teachers? How
have you changed these strategies over time?” The interviews indicated that, while the
0 10 20 30 40 50 60
strongly agree
agree
disagree
I am confident in my ability to take actions to help expatriate teaches become
comfortable in their new environment.
EXPATRIATE TEACHER RETENTION 66
administrative directors recognized the importance of modifying current strategies or developing
additional plans to help recruit more expatriate teacher with high qualification, the administrators
were not persistent in attempts to reframe strategies. Specifically, two of the administrators
stated that this issue was only covered by the HR department so that they did not think more
about it. For example, one interviewee said, “The school’s human resources department is
responsible for updating recruitment-related tactics every year and reminds all managers of new
policies regarding recruiting teachers.” Another stated, “I think this work does not belong to our
department.” An additional three administrators skipped this question in their interviews. The
other five respondents did discuss what they are doing to recruit expatriate teachers for XHIS,
including,
It’s my fourth year, X has reviewed the salary system, so when I came, the salary system
was quite low compare to other school, right? Then in my second year, X managed to get
the salary system reviewed, so now the lowest, the lowest on the salary scale is still like
3000RMB more than what I was on hired, right? So, then, that’s the lowest, and there is a
middle and there is higher, you know? The reason for improvement here, I could give
feedback on that.
Another stated, “I try to help HR department to help their approach to hiring expatriate teachers.
I get the difficultly is I am not directly highly involved into hiring foreign teachers, so I don’t
really have much power or force behind.”
The interviews suggested that, although interviewees thought of some strategies to
influence recruitment, several lacked motivation to work to change recruitment strategies over
time, seeing that as the responsibility only of the HR department and not realizing the importance
EXPATRIATE TEACHER RETENTION 67
of their own participation in strategic reforms around recruitment. Based on the data, this
motivation need is validated.
Summary of Motivation Needs
This section discussed the findings related to the four assumed motivation influences on
expatriate teacher retention. One assumed motivation influence was validated, and three were
not. This suggests that, in general, administrators have the motivation to improve expatriate
teacher retention. Chapter Five offers recommendations to address the validated motivation need
around persistence in developing new strategies to attract expatriate teachers. The next group of
findings is focused on organizational needs to support expatriate teachers’ retention.
Findings and Discussions for Organizational Needs
There were three assumed organizational needs to increase expatriate teacher retention at
XHIS. Two of these assumed needs were validated based on the data from the survey and
interviews, which can be seen in Table 7 below. The data were analyzed and coded against the
three assumed organizational needs which underpin the success of the administrative directors’
efforts to improve the expatriate teacher retention. The three assumed organization needs were
organized into three categories: (a) the socio-cultural elements of the organization, (b) work
process of the team, and (c) organizational material resources (Lencioni 2002; Schein 2004,
Rueda 2011). Each of these assumed organizational influences on performance and related
findings is discussed below.

EXPATRIATE TEACHER RETENTION 68
Table 7
Summary of Organizational Needs and Causes and Findings
Organization
Category
Assumed Organizational Needs and Causes Finding
Work Process Administrators need a formal strategy that aligns
with the goal of increasing the rate of expatriate
teacher retention.
Validated
Material
Resources
Administrators need to have finances to support the
package of expatriate teachers.
Validated
Organizational
Culture
Administrators need an international view, instead of
a view influenced strongly by local culture, when
creating an inclusive organizational culture at XHIS.
Not Validated

Administrators Need a Formal Strategy that Aligns with the Goal of Increasing the Rate of
Expatriate Teacher Retention

The first assumed organizational need is a strong alignment between a formal strategy
and the goal of increasing the rate of expatriate teacher retention. This need was validated
through the data from the administrator survey and the administrative director interviews.
The survey data suggest that 40% of administrators have never being trained on the
services provided by the school, such as housing, insurance, and transportation services, that help
to increase expatriate teacher retention. In addition, 30% of administrators do not agree that
XHIS has a formal strategy aligned with the goal of increasing the rate of expatriate teacher
retention (Table 8).

EXPATRIATE TEACHER RETENTION 69
Table 8
Administrator Survey: Administrator Impact on the Goal
Strongly
Disagree
Disagree Agree Strongly
Agree
I have been trained on services
provided by the school to help
retain expatriate teachers,
including housing, insurance, and
transportation. 0% 40% 55% 5%
XHIS has a formal strategy
aligned with the goal of
increasing the rate of expatriate
teacher retention. 0% 30% 60% 10%

The data in the Table 8 suggest that a core component of organizational weakness at
XHIS is that almost half of the administrators do not have clear strategies to provide the services
aligned with the goal of teacher retention.
The interviews with department directors further supported these findings. For example,
when asked, “Are you familiar with any formal strategy at XHIS that aligns with the goal of
increasing the rate of expatriate teacher retention?” Interviewee 1 stated, “School has provided so
many services for expatriate teachers, such as 24-hour service for resource department,” not
elaborating on a formal strategy in place. Similarly, Interviewee 2 stated, “We try to create more
strategy, such as new salary system, teachers’ housing subsidies, but these just were some
discussions, have not been formulated and implemented. There is no formal strategy to keep
people here.” Interviewee 3 confirmed this by stating, “We have done professional development.
I don’t know any formal strategy. In the principal’s meeting, we have talked about the
importance of teachers’ retention, but we haven’t talked about how to do it.”
The interviews suggest that, while the 10 administrative directors are familiar with the
services offered at XHIS, they are not familiar with any formal strategies to help expatriate
EXPATRIATE TEACHER RETENTION 70
teachers to remain in their posts. Specifically, three of the department directors said that they
were unfamiliar with any school formal strategy aligned with the goal of increasing the rate of
expatriate teacher retention, and they thought this has no direct relationship with their
department’s work.
According to Darling-Hamond (2003), good teachers can be retained by providing
effective teacher preparation and a positive support system for new teachers. Perreault and
Thornton (2003) likewise suggest that the most crucial variable in faculty productiveness and
commitment is the quality of the relationship between faculty and their administrators. The core
concepts include relationship building, growth mindset development, positive communication,
empowering and listening to teachers (Edvantia, 2007). However, amongst the directors included
in the interviews, only the third interviewee mentioned “trust building” as a strategy to support
teacher retention. Lencioni (2002) stated that a high level of trust is one of the key elements of
functional teamwork and trust is the keystone of organizational success. The interview findings
concur with the results from the survey and suggest that there is additional work needed around
formalizing research-based strategies to support expatriate teacher retention.
Administrators need to have a clearer understanding of the school’s goals related to
teacher retention and a formal strategy that aligns with those goals. Therefore, this assumed need
is validated and recommended solutions will be offered in Chapter Five.
Administrators Need to Have Finances to Support the Package of Expatriate Teachers
The second assumed organizational need that administrators need to have finances to
support the package of expatriate teachers is considered to be validated. It is supported by
answers to the interview question, “What additional finances do you need, if any, to support the
package of expatriate teachers?”
EXPATRIATE TEACHER RETENTION 71
The need for additional finances to increase the package for professional development
and to increase the current salary of the expatriate teachers into the competitive level were
pointed out most frequently, with all 10 respondents mentioning a broad range of finance support
needs. In contrast, only one director stated the current package for expatriate teachers was “OK.”
Six administrative directors commented on the value and importance of increasing the
current budget for professional development and training for the expatriate teachers. Interviewee
7 stated, “I would love to see more training budget for leaders to help build capacity. I think that
it could explain leadership team building to help us,” and Interviewee 8 said, “I want to invest
more in offering the teachers opportunities to do a job shadow and continually develop capacity
on local staff, because they are the ones that are staying really long term.” The administrators
suggested the need for additional finances to support professional role modeling and other
professional development in efforts to improve expatriate teacher retention. Based on the
interviews, this assumed need was validated.
Administrators Need an International View, Instead of a View Influenced Strongly by
Local Culture, When Creating an Inclusive Organizational Culture at XHIS

This third assumed organizational need is considered to not be validated through the data
collected through the interviews. Clark and Estes (2008) stated organizational culture as the
“most important work process in all organizations because it dictates how we work together.”
Likewise, Rueda (2011) described that “we develop motivational beliefs from others with whom
we interact.” This assumed need sought to examine whether administrators are influenced
strongly by local culture and lack an international view when creating an inclusive culture for
expatriate teachers at XHIS.
Findings from the interviews reveal that the administrators have a rich set of positive
social interactions throughout the organizational workday. Figure 12 captures data on cultural
EXPATRIATE TEACHER RETENTION 72
interactions between expatriate teachers and the administrators by the question, “How do you
take an international view when dealing with issues at [XHIS]? (Probe): Please provide an
example.”

Figure 12. Administrative director interviews.
During the interviews, all 10 directors gave examples of their interactions with expatriate
teachers when dealing with issues at the school. Over 30% of interviewees stated that they take
an international view by showing respect and patience, and over 20% of interviewees suggested
cultural integration as an element of taking an international view.
The administrators also corroborated a positive atmosphere and mood at the school as
part of the organizational culture. Some of the key points expressed during the interviews were
that (a) there is a high value on caring and friendship within the organization, (b) that there is an
active and positive cultural intelligence, and (c) that there is distributed leadership for connecting
and socializing. Interviewee 7 mentioned that, “I always find time to have a talk with teachers to
figure out what I can improve to support their work.” The data from these interviews suggest the
0
5
10
15
20
25
30
35
Respect
Patience
Cultural integration Tolerance
Distributing leadership
the elements
EXPATRIATE TEACHER RETENTION 73
administrators work to offer a warm, positive and patient organizational culture to support the
expatriate teachers with different cultural backgrounds at XHIS. Therefore, this assumed need is
not validated.
Summary of Organizational Needs
The administrators in this study intentionally invested time and effort to create a warm
and positive atmosphere and cultural understanding at the school. This was captured by the ways
in which the administrative directors have a positive impact on organizational culture through
their professional modeling. At the same time, there is a need for further understanding of the
goals related to expatriate teacher retention, a formal strategy that aligns with the goal of
increasing the rate of expatriate teacher retention, and financial resources to help achieve this
goal. Overall, the findings from the data indicate that the achievement of the goal to increase the
rate of expatriate teacher retention is supported by cultural elements including positive social and
work-based interactions throughout the organization and a positive and supportive workplace
atmosphere. The other needs will be met with solutions in Chapter Five.
Findings Summary
Overall, based on literature on the problem of practice and knowledge, motivation, and
organizational theory, the researcher assumed 14 needs for administrators to increase expatriate
teacher retention at XHIS. Of those 14 assumed needs, nine were validated. In particular, six of
the seven assumed knowledge needs, one of the four assumed motivation needs, and two of the
three assumed organizational needs were validated, suggesting areas for possible solutions to
address current knowledge, motivation, and organizational gaps. At the same time, only one of
the four motivation assumed needs was validated, suggesting that administrators have the
motivation to improve expatriate teacher retention. The presence of strong motivation among
EXPATRIATE TEACHER RETENTION 74
administrators is an important finding and will help support recommendations to address
knowledge and organizational needs. The next chapter provides some recommendations as well
as an implementation plan for the acquisition of needed knowledge and establishment of
organizational best practices to improve expatriate teachers’ retention.

EXPATRIATE TEACHER RETENTION 75
CHAPTER FIVE: SOLUTION, IMPLEMENTATION AND EVALUATION
This study focused on administrators’ impact on expatriate teachers’ retention in an
international school in a developing city. Previous research suggests a number of factors that
affect expatriate teacher retention, including a school’s image, salary, benefits, mentoring and
induction programs and administrators’ support (Sands, 2011). Based on the findings from
Chapter Four on administrator needs at XHIS to increase expatriate teacher retention, this
chapter discusses proposed solutions to address current retention and increase the stability of
expatriate teachers, an implementation plan for the proposed solutions, and finally, an evaluation
plan to know if the solutions are having their intended affect to meet the organizational goal of
100% of students experiencing consistent, quality teaching through the retention of expatriate
teachers.
Table 9 provides the validated administrator knowledge, motivation and organizational
needs from Chapter Four to which solutions are offered in this chapter. Administrators’
knowledge, motivation and organizational influences have a great impact on expatriate teachers’
retention, initially affecting teacher acceptance of a position and later job satisfaction. High
teacher turnover in a school will influence students’ academic development and the quality of
education. Findings from this research suggest continuing administrator knowledge, motivation
and organizational needs to improve expatriate teacher retention at XHIS.

EXPATRIATE TEACHER RETENTION 76
Table 9
Validated Administrator Knowledge, Motivation, and Organizational Needs
Type of Need Validated Need
Knowledge Administrators need information about the school’s goals related to
expatriate teacher retention
Knowledge Administrators need to know the difference between international
education and local education
Knowledge Administrators need to know the characteristics of potential
international teachers
Knowledge Administrators need to have an understanding of the effects of high
levels of mobility on quality of learning and instruction in the
organization
Knowledge Administrators need to know how to implement policies that
influence teachers’ retention
Knowledge Administrators need to know how to reflect on their leadership actions
and improve strategies
Motivation Administrators need to be persistent in attempts to reframe the
strategies on recruiting expatriate teachers
Organization Administrators need a formal strategy that aligns with the goal of
increasing the rate of expatriate teacher retention
Organization Administrators need to have finances to support the package of
expatriate teachers

Proposed Solutions to Address Validated Needs
This section describes six proposed solutions to address the validated knowledge-related
needs presented in Table 9. The solutions, while presented separately, are interrelated with them
together working to build needed knowledge, motivation and organizational supports to enhance
expatriate teacher retention at an international school and meet XHIS’s goals related to teacher
retention.
Proposed Solution 1: Build Non-Cognitive and Growth Mindset Skills
Human ability is multifaceted. In addition to cognitive ability, there is the non-cognitive
ability, namely emotions, social adaptability, and interpersonal communication ability, among
others. The findings from the administrator survey and interviews demonstrated one factor
related to mental effort: a lack of confidence in their work, that has a negative influence on
EXPATRIATE TEACHER RETENTION 77
expatriate teachers’ retention rate in XHIS. The findings suggest that administrators may not
have self-efficacy in pursuing the goal of increasing teachers’ retention. As an administrator of an
international school, they may need to have the skills to be the life-long learner, need to be more
tolerant, helps other team members achieve their goal, and also good communication skills.
To improve this circumstance, XHIS needs to put in place proper training to build
confidence and enhance stakeholders’ sense of identity as a member of leadership. Further, the
school could also encourage participation and use of this training by putting in place an incentive
mechanism for those who demonstrate a good image as leaders or reach the school’s target
results of increasing expatriate teachers’ retention.
A core belief at XHIS is that individual’s abilities and intelligence can be developed by
practicing growth mindset. Current research shows that, with growth mindset, people are more
motivated to learn, want to work harder and are less discouraged by difficulty. As we know,
social, cognitive, and emotional factors shape a person’s mindset over time (Bandura, 1986).
XHIS needs to put trust and faith in administrators in recruiting, negotiating and cooperating
with expatriate teachers instead of monitoring every steps and process of their works. A better
model of training could prepare administrators to do so and produce better results in terms of
expatriate teacher retention.
Proposed Solution 2: Provide Consistent Incorporation of Organizational Culture through
Professional Role Modeling

International schools share some similarities with local schools in terms of similar
leadership structures and working processes. However, there are differences between these two
environments, including a lower retention rate in international schools due, in part, to not
understanding the differences between the local and international environment.
EXPATRIATE TEACHER RETENTION 78
The performance goal of XHIS is that, by the end of 2020, all students will experience
consistent, quality learning through continuous and stable teacher collaborations that support
them toward admittance to their college of choice. To reach that goal, both leadership and
teachers should agree to pursue the goal and have the shared value of increasing the reputation of
the school. To agree to work toward this goal together, monthly meetings are necessary to build
good relationships and have a better understanding of expatriate teachers’ needs, thoughts and
their suggestions for leadership development. In addition, high-quality training, such as
workshops or professional development programs, including role modeling for administrators on
enlarging knowledge of recruitment and implementing effective negotiation strategies in an
international environment, is critical to build better organizational skills. This knowledge could
also be utilized well in future issues.
XHIS, which is a growing school in a developing city, compared to other mature schools
in China or other regions, is still looking for a more complete and effective model for leadership
building. Therefore, providing opportunities for administrators to have an annual visit or field
trip to other schools which have well-developed systems and share similar situations (working
environment, background, and population) with our school could offer benefits. Administrators
may have a month-long stay in the target schools or companies which value cultural diversity
and open-mindedness because as our vision and mission state, XHIS is to lead education through
innovation and a student-centered, community-driven approach. We provide a non-profit
education focused on enabling confident, open-minded global citizens through life-long learning
and a sense of community. Only if this vision and mission are matched and valued by both
administrators and staff will both learn useful and effective strategies which work well in the
school. XHIS aims to build positive leadership both through establishing an organizational
EXPATRIATE TEACHER RETENTION 79
culture with shared values and goals and through professional development and role modeling
that supports this culture.
Proposed Solution 3: Increase Personalized Expatriate Teacher Support That Respects
their Diverse Personal and Professional Backgrounds and Needs

Given potential differences in working styles between local staff and expatriate staff, it is
important for the school to discuss differences between individualism and collectivism. These
constructs are theoretically analyzed and linked to certain hypothesized consequences (social
behaviors and health indices). Individualism is the moral stance, political philosophy, ideology,
or social outlook that emphasizes the moral worth of the individual (Wood, 1972). Individualists
promote the exercise of one's goals and desires and so value independence and self-reliance and
advocate that interests of the individual should achieve precedence over the state or a social
group. Collectivism is a cultural value that is characterized by emphasis on cohesiveness among
individuals and prioritization of the group over self (Schwartz, 1990). As there are different
working styles within international circumstance, with expatriate teachers coming from contexts
that emphasize different values, the administrators need to carefully design policies, services and
decisions that recognize these different values.
To narrow the gap between these two working styles, administrators, who play a critical
role in pursing the school’s goals and promoting the school’s development, need to adjust their
working style to an international environment which makes both Chinese staff and expatriate
teachers feel respected and achieve a sense of identity. Positive leadership could help the school
address the factors contributing to the problem of high teacher mobility. One way to establish
positive leadership is to share values on cross-cultural diversity, which includes languages and
cultures. Positive leadership would also focus policies such as housing, childcare, health care,
insurance, welfare and others based on the individual needs and the city’s current situation. For
EXPATRIATE TEACHER RETENTION 80
example, for housing and childcare, XHIS is currently providing free apartments for expatriate
teachers and their family members. For expatriate teachers’ children’s education, the school
provides free education for their children in XHIS. These policies have received very positive
feedback from expatriate teachers; however, work still needs to be done on the quality of
expatriate teachers’ life conditions in Xi’an due to circumstances such as air pollution and low
internationalization. Solutions that help expatriate teachers to have a better life experience in
Xi’an would affect their motivation to continue working there. One is to provide after-school
childcare in the school, including training teachers to ensure children’s safety and academic
needs after school. Another solution is to organize various cross-cultural activities, such as an
international choir or banquet, in order to enrich expatriate teachers’ off-work time and make
them feel welcomed in the city. Those who participate in these activities would also have
opportunities to meet local people who are open-minded, and the positive social connection
could also be important for them to have a positive attitude toward the city. To make these
decisions or policies happen, administrators need to work on what kinds of activities could be
cross-cultural and involve expatriate teachers to get more suggestions and better understand their
needs.
In addition, we have started some projects to welcome more foreign families. For
example, we did some survey data analysis on the retention of foreign populations, it was
submitted to the local government and we have received the attention of the government. We are
now starting a lot of things that are very good for foreigners to integrate into the local area, such
as building foreign expert apartments, they can buy apartments and have experts’ discount. We
created the first Xi'an International Choir to encourage more foreigners and local international
talents work together, and these policies have promoting the retention of foreign teachers.
EXPATRIATE TEACHER RETENTION 81
Proposed Solution 4. Expand Leadership Education and Training on Building Effective
Cross-Cultural Relationships between Administrators and Expatriate Teacher

Administrators’ trustworthiness is one of the keys to successful organizational
performance (Asencio, 2016). Administrators learning about trust and how to build it will help
expatriate staff to develop greater job satisfaction, cooperation and better performance in
teaching and communicating with senior leadership. The ways in which this education can be
provided are presented below.
1. Workshops on leadership. The school can invite experienced administrative teams from
other schools or companies to give workshops to administrators to give them a better
understanding of building relationships with expatriate teachers;
2. Field trips. The school can organize field trips for administrators to explore and
experience effective leadership models by visiting local schools (local schools and
international schools) and companies or other schools in developed cities with effective
and professional model.
3. Individual learning. XHIS could encourage administrators to study after work, such as
online study, fulfilling another degree of management or reading related articles to find
more theories and strategies to increase the rate of expatriate teachers’ retention.
Moreover, while language diversity is an essential and valued element for an
international working environment, the school’s primary language of focus is English,
including listening, speaking, reading and writing needed to reach the school’s standard.
The official language we use needs to be improved by stakeholders to make working
more effective and collaborative.
4. Cross-cultural training. Cultures are made of continuities and changes, and the identity of
a society can survive through these changes. Societies without change are not authentic;
EXPATRIATE TEACHER RETENTION 82
they’re just dead (Appiah, 2006). In terms of a key feature as an international school,
cultural diversity is an important phenomenon. Respecting each individual’s cultural
background or beliefs demonstrates and builds a harmonious working environment.
Developing interpersonal relationships with a cross-cultural perspective with expatriate
teachers and providing a working-friendly environment is also essential for improving
their retention. Cultural diversity is reflected from language policy. Therefore, the school
should have a flexible language policy. A flexible language policy would enhance
cross-cultural relationships.
5. Build diverse senior leadership. Not only Chinese staff but also more foreign staff are
welcomed to be administrators responsible for different divisions. Currently, except for
the principals in PYP and MYP, there are no foreign staff as vice principals in charge of
whole school activities and staff working in the resources department. The organization
could also hire people from other countries in the human resources department to work
on recruitment and expatriate teachers’ retention.
Proposed Solution 5: Develop Expatriate Teacher Recruitment Training
For recruitment, how staff in human resource departments define potential teachers and
implements policies to recruit them is ultimately critical in retention rates. To help build
administrator knowledge in this area, the proposed solution is to provide senior leadership annual
opportunities to visit other schools abroad or corporations which share similar staff composition
to meet the needs for internationalization and invite experienced administrators from other
regions to introduce their working strategies in terms of expatriate staff recruitment. Workshops
and guest speakers to provide effective methods on recruitment to match the local environment
are necessary.
EXPATRIATE TEACHER RETENTION 83
Proposed Solution 6: Create Online Guest Teachers’ Classroom
For those teachers who have excellent performance but already left XHIS, especially
popular with students, we may create online classroom for those teachers, school will sign
contracts with these outstanding teachers as XHIS part time teachers. Providing a distance course
for middle school students, then students and teachers could maintain a continuation of learning,
this will bringing more opportunities and possibilities for those teachers’ future return to XHIS.
Online courses can be set up according to different courses, teachers' work time zones, and
individualized needs of students, and semester assessments can be conducted.
Proposed Solution 7: Consider Budget Related to Expatriate Teacher Packages
XHIS is supported by Xi’an High-Tech Education Bureau with the mission of providing
a non-profit education focused on enabling confident, open-minded global citizens through
life-long learning and a sense of community. The main resources of XHIS’s budget are from
Xi’an High-Tech Education Bureau. The finance department plays a crucial role in dealing with
expatriate teachers’ housing, healthcare, reimbursement, and other matters. It is necessary that
this team works with efficiency and trustworthiness. Currently, the process of reimbursement is
quite slow, which impacts expatriate teachers and even Chinese staff. Training could be a good
way to improve administrators’ professional skills as well as have the finance department staff
look at and apply other schools’ effective strategies.
Further, administrators at XHIS need to provide evidence of expatriate teachers’ financial
needs to the bureau and show them the research-based data of other developed schools’ financial
development and support. Although each environment is different, data that show the gaps that
exist will help the bureau make more informed decisions. The administrator of the finance
department should regularly report and invite the financial staff of the education bureau to come
EXPATRIATE TEACHER RETENTION 84
to the school for supervision and to observe the school in action to understand the actual situation
of the school.
Implementation Plan
The solutions provided combine to address the validated needs of administrators at XHIS
to improve expatriate teacher retention. With the implementation of these solutions, XHIS will
instill a culture of learning for administrators and supports for a diverse expatriate teacher
population, which is required to increase expatriate teacher retention. Table 10 provides a
summary of the solutions, the key action steps required to implement each solution, and a
timeline for their implementation.
Table 10
Summary of Solutions, Related Action Steps and Timeline
Solution Related Action Steps Timeline
Build Non-Cognitive and
Growth Mindset Skills
• Put incentive mechanism in place
• Training on building self-efficacy
Mid 2017
(one month)
Provide Consistent
Incorporation of
Organizational Culture
through Professional
Role Modeling
• Clarify the goals and values of the
school
• Provide workshops or professional
development program
• Identify leadership and staffing of the
selection process and implementation
project
• Enhance internal marketing and training
• Improve recruitment system for
leadership
Mid 2017

(3 months)

End 2017
(1month)
Increase Personalized
Expatriate Teacher
Support That Respects
their Diverse Personal
and Professional
Backgrounds and Needs
• Have regular personal talks or
interviews with expatriate teachers
• Hold regular international events such
as international choir or social events
• Enhance project leadership at the
school level
mid2017-end
2020

end 2017

end 2018
(3month)

EXPATRIATE TEACHER RETENTION 85
Table 10, continued
Expand Leadership
Education and Training
on Building Effective
Cross-Cultural
Relationships between
Administrators and
Expatriate Teacher
• Offer opportunities to visit overseas
international schools
• Workshops on leadership
• Encourage individual learning
• Provide cross-cultural training
end 2017

mid 2017

mid 2019
Develop Expatriate
Teacher Recruitment
Training, Create Online
Guest Teachers’
Classroom, and Consider
Budget Related to
Expatriate Teacher
Packages

• Provide field trips to other schools
• Have collaborative meeting with
High-Tech Zone education bureau
• Invite financial groups from Bureau to
the school, create online classroom
system.
• Invite keynote speakers, hiring part
time online guest teachers.
• Collect feedback from expatriate
teachers
mid 2019
end 2018
(one month)
end 2018

end 2019

end 2019

To improve expatriate teachers’ retention rates, besides providing related training and
studying opportunities, XHIS needs to improve staffing and leadership selections, closely tied
with the school’s mission, vision and development. With a professional team, XHIS can
implement project leadership effectively. It is also essential to have a clear division of leadership
to save time and foster a professional team. Therefore, building the project leadership at the
school level is necessary and effective for improving expatriate teacher retention and meeting the
organizational mission. For example, XHIS could divide administrators at the school level into
five groups taking responsibility for the target projects. For budget related issues, as the school is
supported by the government, it is necessary to have more connections with the bureau, such as
regular collaborative meetings and opportunities for bureau officials to visit the school.
Evaluation Plan
After implementation, the proposed solutions should be evaluated to see if they were
effective in meeting the administrator knowledge, motivation and organizational needs.
EXPATRIATE TEACHER RETENTION 86
Kirkpatrick’s (2006) four levels of evaluation form the basis of the evaluation plan: reaction,
learning, transfer and impact. The first level, reaction, measures reactions to training, to consider
the extent to which the participants were engaged by the activity or program. The second level,
learning, assesses administrator learning, to evaluate the extent to which the participants have
acquired new knowledge and skills through the programs. The third level, transfer, assesses
transfer of knowledge and skills to consider the extent to which the participants have changed
their behavior as a result of the programs. Finally, impact means assessing results and impact
along with examining the impact of the programs or interventions on the organization.
Assessment can be formal or informal, depending on the existing culture of the organization.
Moving from one level to the next, the levels represent a sequence of complexity with the
evaluation process becoming more complex and time-consuming with each step, but each level
also provides increasingly more valuable information. (Kirkpatrick & Kirkpatrick, 2006).
The proposed interventions can be seen in the table below according to the four-level
evaluation model proposed by Kirkpatrick and Kirkpatrick (2006).

EXPATRIATE TEACHER RETENTION 87
Table 11
Levels of Evaluation of Proposed Interventions
Intervention
proposed
Reaction Learning Transfer Impact
1. Annual
administrators’
training on
expatriate teacher
recruitment and
retention.
• Design the
“smile” sheets at
the end of each
training.
• Monitor
attendance and
completion
rates.
• Observe the
level of
discussion in the
training – are
administrators
all active during
small group
activities.
• Pre- and
post-test on
content.
• Final program
survey assessing
confidence and
commitment to
the change.
• Survey of
participants and
supervisors three
months out
• Follow up
interviews with
administrators
and expatriate
teachers about
examples of
change and to
what they
attribute any
improvement.
• From
application
monitoring
database: trends
in average length
of time to
successfully
review
application and
number of
errors/redirected
applications
• Monitor
number of
complaints from
expatriate
teachers about
lengthy reviews
• Monitor press
coverage of
review process
2. Establish
various school
policies related
to expatriate
teachers’ life and
work, to
improving their
long-term
interests of life in
Xi'an.
• Observe the
level of group
discussion at the
design of the
policy – are
administrators
all active during
small group
activities.
• Survey of
education bureau
members,
administrators
and expatriate
teachers about
commitment and
confidence in
achieving the
goal.
• Monthly
observational
monitoring of the
policy
establishment
timeline to
evaluate the
extent to which
the timeline is
being adhered to.
• Semi-structured
administrator and
teacher
interviews to
identify how the
timeline of
actions impacts
the renewal of
teacher contracts.
• Survey
about the
expatriate
teachers’
satisfaction with
policies
• End of year
round table
discussion with
stakeholders to
assess the impact
of the adopted
policies on the
success of the
teacher retention
efforts.

EXPATRIATE TEACHER RETENTION 88
Table 11, continued
3. Administrator
annual goal
setting.
• Each director
of department to
write own
SMART goals to
specify policy’s
practices
Each director of
department to
demonstrate the
knowledge of
policy practices
in the framing of
their goals.
Conduct mid-
year check-ins
with
administrators to
discuss progress
towards
achievement of
the policy
practice’s goals.
End of year
administrators
and expatriate
teachers
interviews to
discuss the
impact of
adopted goals on
policy practice
behaviors.
4. Increase
opportunities for
administrator
overseas
educational
exchanges to
enhance their
understanding of
cross-cultural
competencies
and attract
expatriate
teachers to stay.
• Engage the
administrators in
drafting the
exchange
program via
survey input.
• Engage
teachers and
administrators
via a workshop
to design the
exchange
program.
• Pre- and post-
intervention test
to assess
administrators’
cross-cultural
awareness and
understanding.
• Observational
monitoring and
analysis to
identify extent to
which the
administrators
enhance their
cross-cultural
understanding
and impact on
expatriate teacher
retention.
• Semi-structured
administrator
interviews to
identify how they
apply their
cross-cultural
understanding to
attract and retain
expatriate
teachers.
• One year on,
conduct an
alignment
exercise,
correlating
administrators’
cross-cultural
awareness with
traits
demonstrated by
new hire
teachers.
5.Establish
incentive for
administrators on
annual retention
rate of foreign
teachers.
• Include a
rubric of
policy’s
practices in the
annual
evaluation
protocol, co-
designed by the
administrators
and the
education
bureau’s
members.
• Administrators
demonstrate
behaviors that
correspond to the
rubric in the
evaluation
protocol.
• Conduct annual
administrator
evaluations to
identify the
extent to which
practices and
behaviors have
been adopted.
• Monitor success
rate of hiring
first-choice
candidates who
choose to extend
their tenure
beyond initial
contract, who
have been
initially hired
using the revised
protocols.

EXPATRIATE TEACHER RETENTION 89
Measuring Reactions to Training
There are five interventions proposed in the table above designed to ensure the solutions
and implementation related to expatriate teachers’ retention work effectively. Reactions to
annual training, policies, and overseas education are evaluated by designing different reflection
sheets, surveys, and observations. SMART goals are also asked of each director to help direct
efforts toward improving expatriate teacher retention. A rubric to measure progress toward goals
in the annual evaluation protocol, codesigned by the administrators and the education bureau’s
members, is also proposed as part of the evaluation plan
Assessing Administrator Learning
Learning is evaluated by pre- and post-tests to assess the administrators’ new knowledge
and behaviors toward increasing expatriate teachers’ retention. Stakeholders should demonstrate
their knowledge of policy practices in the framing of their goals. Surveys sent out to
administrators also can be an assessment method.
Assessing Transfer of Knowledge and Skills
Interview of school administrators and expatriate teachers can also be used to get more
information on whether changes were made and improved outcomes occurred related to
expatriate teacher retention occurred. Leaders can also monitor the stakeholders’ working
process and the strategies they use through observational monitoring and analysis to enhance
leader awareness and understanding of the international working environment, cross-culturalism,
and different working styles.
Assessing Results and Impact
As demonstrated in the table above, many methods can be utilized to assess the results
and impact. Firstly, a survey can be used to determine whether expatriate teachers are satisfied
EXPATRIATE TEACHER RETENTION 90
with the new school policies. Further, interviews with both administrators and expatriate teachers
can be used to discuss the impact of the adopted goals on policies, practices, and behaviors.
Finally, assessing results and impact will include data collection on the success rate of hiring
candidates and ultimately on their retention.
Future Research
K-12 international education in developing regions is expanding, especially in China. The
basic education in second- and third-tier cities in the central and western regions cannot meet the
needs and demands of high-end talented children. International education has always been
sought after. Expatriate teachers’ retention in developing cities is still a problem and requires
more meticulous research. Future research may include the following aspects. First, research
needs to be done on the influence of gender factors on expatriate teachers’ retention. At present,
the proportion of male foreign teachers in XHIS is far greater than that of women; males account
for 70% of expatriate teachers. Second, future research could look at the impact of age on
retention. Generally, the age structure of expatriate teachers is young or close to retirement, and
this may over the long-run have a negative impact on the development of the organizational
structure of international schools. A third are of future research could be the influence of the
birth country or region on recruitment and retention. Birth location and cultural influences likely
influence expatriate teachers’ retention is important ways. Finally, additional research is called
for on the impact of leadership on the retention of expatriate teachers. School leadership style is
a key construct that needs to continue to be researched.
Studying the above would help better understand the retention of expatriate teachers and
will be conducive to improving the overall development of international schools and their
students.
EXPATRIATE TEACHER RETENTION 91
Conclusion
This study was motivated by the increasing growth of international schools, in particular
in regions such as China, and low expatriate teacher retention in these schools and at XHIS in
particular. XHIS recognizes the importance of teacher stability to student success and the
negative impact of the current gap between the school’s goal for expatriate teacher retention and
the current situation. The research and data collected revealed it is necessary to enhance
administrators’ knowledge, motivation and organizational skills to reach school goals and future
development. The proposed solutions and implementation plan presented are aimed at helping
XHIS’s expatriate teachers increase their job satisfaction and motivation and change the teacher
retention rate to targeted goals. The study aims to inform how localization affects expatriate
teachers’ retention rate and how schools’ leadership can utilize local environment and cultures to
increase teachers’ job satisfaction, as many international schools are increasingly established in
developing regions.
The proposed solutions will need to be monitored over time to better understand their
ability to help promote school development in terms of expatriate teachers’ retention, and, to the
extent they are effective, to share them with other international schools in other regions which
share similar situations and values with XHIS. The growth of international schools calls for
greater understanding of how to build effective teaching forces to meet the needs of the schools
and the students educated in them.
EXPATRIATE TEACHER RETENTION 92
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EXPATRIATE TEACHER RETENTION 100
APPENDIX A
Survey and Interview Questions

KMO Assumed Needs
The
Administrators
Survey Interview
1. I know what the school’s goals are
for expatriate teachers.
1. How would you articulate the
school’s goals?
2. I understand the differences
between international education and
local education.
2. What do you see as the
differences between
international education and
local education?
3. I am clear on the characteristics we
are looking for in potential
expatriate teachers.
3. What are the characteristics
you look for in potential
expatriate teachers?
4. I know how to attract more
expatriate teachers in post.
4. What are the necessary steps to
attract more expatriate teachers
5. I understand the effects of high
levels of expatriate teacher mobility
in our school.
5.What are the effects of high
mobility on student learning at our
school?
6. I know methods to use that could
positively affect expatriate teacher
decisions to remain at the school.
6.What policies do you implement
to influence expatriate teacher
decision-making and to remain in
their posts?
7. I use staff feedback to evaluate my
leadership performance.
7.How do you evaluate your
leadership? (probe) Do you use
staff input?
8. I know how to improve the
strategies we have been using
related to expatriate teacher
retention.
8.What are your strategies you use
related to expatriate teacher
retention? What other strategies do
you think might be important to
use?
9. I have taken an acrive approach to
reducing teacher turnover at this
school.
9.What is your approach to
reducing teacher turnover at this
school? How effective do you think
the approach has been?
10. I value expatriate teacher
persistence at working and living in
Xi’an.

11. I know how to help the expatriate
teachers become comfortable in the
new environment when they arrive
at the school.
10. How do you bring expatriate
teachers into the new environment
and community?
12. I work to reframe the strategies on
recruiting expatriate teachers.
11. What attempts have you done to
reframe the strategies on recruiting
expatriate teachers? Have they been
successful?
EXPATRIATE TEACHER RETENTION 101
13. I have been trained on the services
provided for expatriate teachers
including housing, insurance, and
transportation
12. What services are provided for
expatriate teachers to help retain
them? What type of training do you
have to help them access those
services? Are other services
needed?
14. I have a formal strategy aligned
with the goal of increasing the rate
of expatriate teacher retention.
13. Tell me about any formal
strategy that aligns with the goal of
increasing the rate of expatiate
teacher retention?
15. I have enough finances to support
an adequate package for expatriate
teachers.
14. What additional finances do you
need, if any, to support the package
of expatriate teachers?
16. I take an international perspective
when dealing with the issues at
XHIS.
15. What are the differences
between local cultural view and
international view when dealing
with the issues at XHIS?

Abstract (if available)

Abstract As the number of international schools is increasing rapidly, data and reports suggest the impact and importance of expatriate teachers’ retention. This study uses a gap analysis framework (Clark & Estes, 2008) to better understand how knowledge, motivational, and organizational factors of administrators impact expatriate teachers’ turnover. Assumed influences on administrators’ performance were generated based on preliminary data, knowledge, motivation and organizational theory, and an extensive literature review. Quantitative and qualitative data collection was based on a survey and interviews of administrators. The study suggests that a lack of knowledge, motivation, and organizational supports, among and other factors, influence expatriate teachers’ unstable turnover and low retention rate. This has a substantial impact on student and school outcomes. Proposed solutions and a related implementation plan for how to shift the current situation are provided based on the international school’s development and local environment.

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Asset Metadata

Creator Liu, Li (author)

Core Title Welcoming and retaining expatriate teachers in an international school

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Publication Date 08/15/2018

Defense Date 07/17/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag expatriate,OAI-PMH Harvest,retention,teacher

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Contributor Electronically uploaded by the author (provenance)

Advisor Krop, Cathy (committee chair), Datta, Monique (committee member), Maddox, Anthony B. (committee member)

Creator Email 20725980@qq.com,lily.liu@xhisid.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-69961

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