Administrators’ perspectives on teachers breaking contract at international schools

Dados Bibliográficos

ID22166109
AutoresStefan Merchant (Queen's University), Marcea Ingersoll (0000-0001-8704-4863, St. Thomas University, autor correspondente)
Ano2024
Volume8
Data de publicação2024-01-04
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoFrontiers in Education (JOURNAL)
Identificadores do periódicoISSN: 2504-284X • E-ISSN: 2504-284X
EditoraFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2023.1248229
OpenAlexW4390584335
IdiomaEN
Citações recebidas5
Referências citadas25

This study on breaking contract at international schools provides insights from interviews with 13 international school administrators. Through an examination of the reasons for, and impacts of, breaking contract, five types of international school contract non-completion are identified. In addition to a typology for future studies of this phenomenon, the study outlines five impacts of contract non-completion and four key domains for school leaders to consider in relation to contract non-completion at international schools

Business · Contract management · Employment contract · International school · Pedagogy · Phenomenon · Political science · Psychological contract · Public relations · Sociology · Typology · EFL/ESL Teaching and Learning · Engineering · International Student and Expatriate Challenges · Second Language Learning and Teaching · Marketing