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| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 吳玲玲 | zh_TW |
| dc.contributor.advisor | Ling-Ling Wu | en |
| dc.contributor.author | 蘇強 | zh_TW |
| dc.contributor.author | Qiang Su | en |
| dc.date.accessioned | 2025-07-11T16:15:36Z | - |
| dc.date.available | 2025-07-12 | - |
| dc.date.copyright | 2025-07-11 | - |
| dc.date.issued | 2025 | - |
| dc.date.submitted | 2025-06-03 | - |
| dc.identifier.citation | 一、中文部份
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(2020). “The Relationship Between School Principals' Leadership Styles, School Culture and Organizational Change.” International Journal of Progressive Education, 16(5), 256–274. https://doi.org/10.29329/ijpe.2020.277.16 3.Bailey, L. (2021). “International school teachers: precarity during the COVID-19 pandemic.” Journal of Global Mobility, 9(1), 31–43. https://doi.org/10.1108/JGM-06-2020-0039 4.Barnes, G., & Crowe, Edward: Schaefer, Benjamin. (2007). The Cost of Teacher Turnover in Five School Districts: A Pilot Study. In National Commission on Teaching and America's Future. 5.Beech, J., Koh, A., Maxwell, C., Yemini, M., Tucker, K., & Barrenechea, I. (2021). “Cosmopolitan start-up' capital: mobility and school choices of global middle class parents.” Cambridge Journal of Education, 51(4), 527–541. https://doi.org/10.1080/0305764X.2020.1863913 6.Bunnell, T., & Poole, A. 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(2022). “Middling whiteness: The shifting positionalities of Europeans in China.” Ethnicities, 22(1), 128–145 https://doi.org/10.1177/14687968211058014 11.Catlett, F. E. (2024). Management Strategies to Improve Employee Retention and Organizational Performance. Doctoral Studies Dissertations & Theses, Walden University. 12.Chou, Meng-Hsuan. (2021). “Sticky and slippery destinations for academic mobility: the case of Singapore.” Higher Education, 82(4), 749–764. https://doi.org/10.1007/s10734-020-00574-7 13.Civinini, C. (2019). Sustained Growth for the International School Sector. [連線] Available at: thepienews.com. 14.Çopur, A., & Demirel, M. (2022). “The Impact of Professional Learning Communities on Social Studies Teachers' Professional Development and Student Academic Achievement.” Social Studies, (Philadelphia, Pa : 1934), 113(6), 300–318. https://doi.org/10.1080/00377996.2022.2058905 15.Darling-Hammond, L., Sutcher, L., & Carver-Thomas, D. (2018). “Teacher Shortages in California: Status, Sources, and Potential Solutions.” Research Brief. Learning Policy Institute. 16.Doll, K., Ragan, M., Calnin, G., Mason, S., & House, K. (2021). “Adapting and Enduring: Lessons Learned from International School Educators During COVID-19.” Journal of Research in International Education, 20(2), 114–133. https://doi.org/10.1177/14752409211034399 17.DuFour, R., & Eaker, R. E. (1998). “Professional learning communities at work : best practices for enhancing student achievement.” National Education Service ; ASCD. 18.Fittler, S. (2019). Teachers in the Trenches: Exploring Canadian-Certified Early-Career Teachers' Experiences of Turnover and Retention in International Schools in China. degree of Master of Education Queen’s University Kingston, Ontario. 19.Guin, K. (2004). “Chronic Teacher Turnover in Urban Elementary Schools.” Education Policy Analysis Archives, 12(42), 42. https://doi.org/10.14507/epaa.v12n42.2004 20.Hallinger, P. 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(2001). “Teacher turnover and teacher shortages: an organizational analysis.” American Educational Research Journal, 38(3), 499–534. https://doi.org/10.3102/00028312038003499 26.ISC Research. https://iscresearch.com/data/ 27.Kelchtermans, G. (2009). “Who I am in how I teach is the message: self-understanding, vulnerability and reflection.” Teachers and Teaching, Theory and Practice, 15(2), 257–272. https://doi.org/10.1080/13540600902875332 28.Larkin, I. M., Brantley-Dias, L., & Lokey-Vega, A. (2016). “Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting.” Online Learning, (Newburyport, Mass.), 20(3), 26–51. https://doi.org/10.24059/olj.v20i3.986 29.Makgato, M., & Mudzanani, N. N. (2019). “Exploring School Principals' Leadership Styles and Learners' Educational Performance: A Perspective from High- and Low-Performing Schools.” Africa Education Review, 16(2), 90–108. https://doi.org/10.1080/18146627.2017.1411201 30.Mancuso, S. V. (2010). “An Analysis of Factors Associated with Teacher Turnover in American Overseas Schools.” Journal of Research in International Education, 9(2), 194–194. https://doi.org/10.1177/1475240910370819 31.McCluskey, M. S. (2024). “Leave Like a Champion: Teacher Embeddedness and Turnover at an Urban "No-Excuses" Charter Management Organization.” Journal of Education, (Boston, Mass.), 204(3), 576–594. https://doi.org/10.1177/00220574231190925 32.Mitchell, T. R., Holtom, B. C., Lee, T. W., Sablynski, C. J., & Erez, M. (2001). “Why People Stay: Using Job Embeddedness to Predict Voluntary Turnover.” Academy of Management Journal, 44(6), 1102–1121. https://doi.org/10.5465/3069391 33.Northouse, P. G. (2019). “Leadership : theory and practice,” (Eighth edition.). SAGE Publications, Inc. 34.Odland, G., & Ruzicka, M. (2009). “An investigation into teacher turnover in international schools.” Journal of Research in International Education, 8(1), 5–29. https://doi.org/10.1177/1475240908100679 35.Palma-Vasquez, C., Carrasco, D., & Tapia-Ladino, M. (2022). “Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review.” International Journal of Environmental Research and Public Health, 19(4), 2313. https://doi.org/10.3390/ijerph19042313 36.Poole, A. (2019). “International Education Teachers’ Experiences as an Educational Precariat in China.” Journal of Research in International Education, 18(1), 60–76. https://doi.org/10.1177/1475240919836489 37.Poole, A. (2021). “Narrative inquiry and relational ethics: negotiating the lived experiences of international school teachers in China.” International Journal of Research & Method in Education, 44(2), 113–124. https://doi.org/10.1080/1743727X.2020.1755247 38.Poole, A. (2021). “International Teachers' Lived Experiences: Examining Internationalised Schooling in Shanghai,” (1st ed., pp. 1–196). Springer International Publishing AG. https://doi.org/10.1007/978-3-030-78686-1 39.Poole, A., & Bunnell, T. (2023). 'I've Become a Lot Tougher': Expatriate Teachers' Experiences of Precarity and Resilience in Non-Traditional International Schools in China. Beijing International Review of Education, 4(4), 590–609. https://doi.org/10.1163/25902539-04040006 40.Rey, J., Bolay, M., & Gez, Y. N. (2020). “Precarious privilege: personal debt, lifestyle aspirations and mobility among international school teachers.” Globalisation, Societies and Education, 18(4), 361–373. https://doi.org/10.1080/14767724.2020.1732193 41.Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). “How Teacher Turnover Harms Student Achievement.” American Educational Research Journal, 50(1), 4–36. https://doi.org/10.3102/0002831212463813 42.Savva, M. (2013). “International schools as gateways to the intercultural development of North-American teachers.” Journal of Research in International Education, 12(3), 214–227. https://doi.org/10.1177/1475240913512589 43.Tarc, P., & Mishra Tarc, A. (2015). “Elite international schools in the Global South: transnational space, class relationalities and the 'middling' international schoolteacher.” British Journal of Sociology of Education, 36(1), 34–52. https://doi.org/10.1080/01425692.2014.971945 44.Teacher Attrition and Mobility: Results from the 2012/13 Teacher Follow-Up Survey. Schools and Staffing Survey, 2014 ASI 4826-41.2; NCES 2014-077. (2014). 45.Van der Vyver, C., Kok, T., & Conley, L. (2020). “The relationship between teachers’ professional wellbeing and principals' leadership behaviour to improve teacher retention.” Perspectives in Education, 38(2), 86–102. https://doi.org/10.18820/2519593X/pie.v38.i2.06 46.Worth, D., (2021). India and China Fuel British International School Surge. [連線] Available at: tes.com 47.Ying, M., & Wright, E. (2023). “Outsourced concerted cultivation: international schooling and educational consulting in China.” International Studies in Sociology of Education, 32(3), 799–821. https://doi.org/10.1080/09620214.2021.1927143 | - |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/97703 | - |
| dc.description.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。 | zh_TW |
| dc.description.abstract | 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. | en |
| dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2025-07-11T16:15:36Z No. of bitstreams: 0 | en |
| dc.description.provenance | Made available in DSpace on 2025-07-11T16:15:36Z (GMT). No. of bitstreams: 0 | en |
| dc.description.tableofcontents | 目次
口試委員會審定書 I 致謝 II 中文摘要 III THESIS ABSTRACT IV 目次 V 表次 VII 第一章 緒論 1 1.1 研究背景 1 1.2 研究目的與意義 2 1.3 研究方法 3 1.4 研究課題 4 第二章 文獻綜述 5 2.1 外籍師資流動性問題的定義與研究 5 2.2 國際教育中的師資穩定性理論 7 2.3 傳統國際學校中外籍教師的“脆弱特權” 9 2.4 總結 11 第三章 杭州市國際教育行業發展概述 12 3.1 行業環境 12 3.2 行業競爭 16 第四章 A校外籍師資流動數據的定量分析 19 4.1 A校基本情況概述 19 4.2 A校外籍教職員工流動率分析 20 第五章 A校外籍師資流動原因的定性分析 29 5.1 直接離職原因分析 29 5.2 結構性影響因素分析 32 第六章 外籍師資團隊穩定性提升的策略 38 6.1 招聘流程的優化與系統化改進 38 6.2 教師職業發展與自主性提升 42 6.3 教師退出機制與績效管理 44 6.4 校園文化與協作精神的塑造 46 第七章 結論與討論 48 7.1 研究發現 48 7.2 研究意義 49 7.3 研究局限性 50 7.4 未來研究方向 51 參考文獻 52 表次 表1. 2018~2024外籍教職員工流失率分析表 21 表2. 各學年新聘外籍教職員工離職比例分析表 22 表3. 2018~2024年外籍教師國籍和其離職率的關係 24 表4. 2018~2024年外籍教職員工年齡階段和其離職率的關係 25 表5. 2018~2024年外籍教職員工離職類別分析 26 表6. 2018~2024年外籍教師離職原因分析 27 | - |
| dc.language.iso | zh_TW | - |
| dc.subject | 外籍教師 | zh_TW |
| dc.subject | 師資流動性 | zh_TW |
| dc.subject | 教師嵌入理論 | zh_TW |
| dc.subject | 職業認同理論 | zh_TW |
| dc.subject | 脆弱特權 | zh_TW |
| dc.subject | 領導力 | zh_TW |
| dc.subject | 國際學校 | zh_TW |
| dc.subject | Leadership | en |
| dc.subject | International school | en |
| dc.subject | Expatriate teachers | en |
| dc.subject | Teacher mobility | en |
| dc.subject | Teacher embeddedness theory | en |
| dc.subject | Professional identity theory | en |
| dc.subject | Vulnerable privilege | en |
| dc.title | 國際學校外籍師資穩定性的提升策略研究 —以A校為例 | zh_TW |
| dc.title | Research on Strategies for Improving the Stability of Foreign Faculty in International Schools —A Case Study of School A | en |
| dc.type | Thesis | - |
| dc.date.schoolyear | 113-2 | - |
| dc.description.degree | 碩士 | - |
| dc.contributor.oralexamcommittee | 陸洛;翁崇雄;張成洪;張新 | zh_TW |
| dc.contributor.oralexamcommittee | Luo Lu;Chorng-Shyong Ong;Chenghong Zhang;Xin Zhang | en |
| dc.subject.keyword | 國際學校,外籍教師,師資流動性,教師嵌入理論,職業認同理論,脆弱特權,領導力, | zh_TW |
| dc.subject.keyword | International school,Expatriate teachers,Teacher mobility,Teacher embeddedness theory,Professional identity theory,Vulnerable privilege,Leadership, | en |
| dc.relation.page | 57 | - |
| dc.identifier.doi | 10.6342/NTU202500872 | - |
| dc.rights.note | 同意授權(全球公開) | - |
| dc.date.accepted | 2025-06-03 | - |
| dc.contributor.author-college | 管理學院 | - |
| dc.contributor.author-dept | 臺大-復旦EMBA境外專班 | - |
| dc.date.embargo-lift | 2025-07-12 | - |
| 顯示於系所單位： | 臺大-復旦EMBA境外專班 | |
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