國際學校外籍師資穩定性的提升策略研究 —以A校為例

Abstract

本文以杭州A校為案例，研究國際學校外籍教師的高流動性問題。通過分析A校2018~2024年外籍教師流動數據及離職外教訪談結果，發現招聘外教與崗位的匹配精準度不足、學校對外教職業發展支持有限、學校管理機制不完善以及文化適應困難是導致高流動性的主要原因。 基於嵌入理論和職業認同理論，本文提出了一系列優化策略，包括：精確招聘畫像並優化流程，加強職業發展支持，通過開展多種形式的培訓和創造擔任項目領導的機會，提升外教的專業能力，拓展晉升通道；改善管理機制，建立公平透明的評價與激勵體系，提升外教的職業滿意度；協助適應跨文化的工作生活環境，加強生活保障，提升外籍教師的文化認同感和生活滿意度。這些措施不僅有效降低了外籍教師的流動率，也提升了學校整體教學質量和管理水平。 研究結果具有實際應用意義和學術價值，為同類型的中國國際學校應對外籍教師高流動性問題提供了參考案例和理論依據。

This study examines the issue of high turnover among foreign faculty in international schools, using School A in Hangzhou as a case study. By analyzing data on foreign faculty turnover from 2018 to 2024 and conducting interviews with departing teachers, the research identifies several key factors contributing to high turnover: insufficient alignment between recruitment and job requirements, limited career development support, inadequate school management mechanisms, and challenges in cultural adaptation. Drawing on embeddedness theory and professional identity theory, this study proposes a series of optimization strategies, including: Refining the recruitment profile and optimizing the hiring process. Strengthening career development support by offering diverse training programs and opportunities for project leadership to enhance professional skills and expand promotion pathways. Improving management mechanisms by establishing a fair and transparent evaluation and incentive system to enhance job satisfaction. Assisting foreign teachers in adapting to a cross-cultural work and living environment by enhancing living support services to strengthen cultural integration and overall well-being. These measures have not only effectively reduced foreign faculty turnover but also improved the overall teaching quality and management standards of the school. The findings have practical implications and academic value, providing a reference case and theoretical foundation for other international schools in China facing similar challenges with foreign faculty retention.