Administrators’ perspectives on teachers breaking contract at international schools

Datos Bibliográficos

ID22166109
AutoresStefan Merchant (Queen's University), Marcea Ingersoll (0000-0001-8704-4863, St. Thomas University, autor de correspondencia)
Año2024
Volumen8
Fecha de publicación2024-01-04
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFrontiers in Education (JOURNAL)
Identificadores de la revistaISSN: 2504-284X • E-ISSN: 2504-284X
EditorialFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2023.1248229
OpenAlexW4390584335
IdiomaEN
Citas recibidas5
Referencias 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