The Retention of Expatriate Teachers: Exploring Its Influence on Curriculum Design, Teaching Practices, and Student Learning Outcomes

James Alexander Gordon on 10th June 2025



Author Information

Ryan Yee Wong, Tsinglan School, China

Abstract

This study examined the influence of expatriate teacher retention on curriculum execution, pedagogical methods, and student academic performance in seven (7) international schools in Asia. This study used a mixed-methods approach, integrating survey data among one hundred fifty-seven (157) expat teachers, fifty-two (52) school administrators, and two hundred five (205) students. Additionally, comprehensive interviews with seven (7) expatriate teachers, four (4) school administrators, and six (6) students were conducted to investigate the impact of faculty stability on academic performance, classroom engagement, and overall student happiness. The findings indicate that high teacher retention improves instructional consistency, fortifies teacher-student connections, and fosters a supportive learning environment, whereas frequent turnover breaks continuity and diminishes student motivation. While the study contains useful information, its reach is limited by the small number of expatriate teacher participants and key persons interviewed, as well as the potential influence of socially desired responses. These aspects should be taken into account when extrapolating the findings to foreign school settings other than the Type C hybrid model in Asia. This research underscores the necessity for deliberate retention plans and professional development to maintain high educational quality in international school environments. The discussion also encompasses implications for school leadership and policy formulation.


Paper Information

Conference: ACE2025
Stream: Educational policy

This paper is part of the ACE2025 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window

To cite this article:
Wong R. (2026) The Retention of Expatriate Teachers: Exploring Its Influence on Curriculum Design, Teaching Practices, and Student Learning Outcomes ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 1033-1044) https://doi.org/10.22492/issn.2186-5892.2026.81
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.81

Comments & Feedback

Place a comment using your LinkedIn profile

Comments

Share on activity feed

Powered by WP LinkPress

Share this Research

Posted by James Alexander Gordon

All Posts