Abstract
This chapter will examine the pre-arrival, arrival and orientation, and transition phases of international school onboarding programs. The elements are the social media group, internet platform, airport protocol, arrival dossier, orientation schedule, events itinerary, and transition partnership. The phases were delineated based on a robust literature review and Klein and Heuser's inform-welcome-guide framework. The elements were created in alignment with the adult learning principles put forth by Knowles et al. and the concept of fulfilling a newcomer's psychological contract. The three phases and seven elements of the international school onboarding program are substantiated and moderately substantiated using the Delphi method. International school leaders, educators, and coordinators can use the findings to create a site-specific onboarding program.
TopThe Three Phases And Seven Elements Of International School Onboarding
Effective onboarding in international schools is an essential endeavor that holds significant importance for several reasons. First, it catalyzes a seamless transition for teachers arriving from different countries and integrating into the new host country. Providing essential information, resources, and support helps new teachers adapt and reduces relocation challenges and uncertainty. Onboarding cultivates a sense of comfort and confidence in new teachers (Cable & Parsons, 2001; Chong et al., 2020; DeBode et al., 2017; Yu & Davis, 2016); it serves as the initial step toward teacher retention (Saks & Gruman, 2012).
Second, effective onboarding aligns new teachers with the culture of new school. Introducing newcomers to the mission, vision, educational philosophy, core values and goals of the school facilitates integration into the school’s educational approach, curriculum, and teaching methodologies. This alignment contributes to a cohesive educational experience for students and fosters a shared sense of unity among staff members (Berger, 1979; Klein et al., 2015).
Third, effective onboarding promotes positive relationships among new teachers, administrators, and existing staff members (Berger, 1979; Klein et al., 2015). Through collaborative endeavors, social events, and transition partnerships, onboarding programs establish a sense of belonging and nurture a support network for new teachers. Cultivating these relationships from the outset can favorably influence a school’s culture and foster a sense of value, connection, and support, promoting job satisfaction and overall well-being. By providing ample support, equipping new teachers with the necessary tools, and integrating them into the school community, onboarding can lead to a sense of loyalty. Early organizational commitment can occur if the program includes professional development, mentorship, and growth opportunities (Cable et al., 2013; Jokisaari & Nurmi, 2012; Klein et al., 2015).
Lastly, effective onboarding establishes clear lines of communication by familiarizing new teachers with communication channels, administrative procedures, and school policies (Klein & Polin, 2012). This communication infrastructure enhances collaboration and teamwork among staff members, facilitating the exchange of ideas, sharing best practices, and implementing consistent teaching approaches.
What is an effective onboarding program? With so many international schools in varying contexts, it is challenging to determine what is universally effective. One measure to evaluate the effectiveness of an onboarding program could be to evaluate a new teacher’s perception of the degree to which they feel aligned with the vision of the school and the degree to which they feel they can teach with fidelity on the first day of classes. Before it is appropriate to measure the degree to which an onboarding program is effective, we need to determine the phases and elements necessary to build a site-specific onboarding program. This chapter provides three phases and seven elements substantiated or moderately substantiated through a group of diverse international school educational leaders.
International school onboarding programs range in fidelity from completely lacking (Halicioglu, 2015) to highly resilient (Totaro & Wise, 2018). This chapter will provide insight to international school administrators, human resources, and new teacher orientation committees interested in augmenting their current onboarding program or developing a site-specific from the ground up.
In the following sections of this chapter, we will delve into each phase of the onboarding process, highlighting key strategies, activities, and considerations that can enhance the experience for new teachers. By understanding the significance of each phase and implementing targeted elements, administrators can create a site-specific, supportive, and inclusive onboarding program that sets the stage for success.
Key Terms in this Chapter
Expatriate Teacher: “Any teacher who is a citizen of one country but working in another” ( Johnston, 1999 , p. 256).
Newcomer: Also, incoming teacher and new hire . The new members of an international school faculty, recently hired and acclimating to the new school and culture of the host nation.
Onboarding: “All formal and informal practices, programs, and policies enacted or engaged in by an organization or its agents to facilitate newcomer adjustment” ( Klein & Polin, 2012 , p. 268).
Culture Shock: “Culture shock is precipitated by the anxiety that results from losing all our familiar signs and symbols of social intercourse” ( Oberg, 1960 , p. 142).
International School: An educational facility that “delivers a curriculum... wholly or partly in English outside an English-speaking country, or; if a school is in a country where English is one of the official languages, it offers an English-medium curriculum other than the country’s national curriculum” (ISC Research, 2019 AU100: The in-text citation "ISC Research, 2019" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ), with a tendency for the said curriculum to be delivered by expatriate teachers ( Blatti et al., 2019 , p. 216).
Organizational Socialization: “The process by which employees learn about and adapt to new jobs, roles, and the culture of the workplace” (Fisher, 1986 AU101: The in-text citation "Fisher, 1986" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , as cited in Klein & Polin, 2012 , p. 268).
Groupthink: “A collective desire for consensus [that] overrides the realistic appraisals of alternatives and leads to poor group decision making” ( Pol et al., 2022 , p. 1615; Janis, 1975 AU99: The in-text citation "Janis, 1975" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Supporting Family Members: Members of the “family, particularly the spouse, [who] play an active role in the decision to accept or reject an offer” ( Richardson, 2006 , p. 471).
Retention: “The various measures taken by organizations to encourage its employee so that they remain with it for a longer duration of time.” (Singe, 2019 AU102: The in-text citation "Singe, 2019" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , p. 425). Retention “can be regarded as longer-term behavioral responses to social support and can thus be considered more distal criteria of success” (van der Laken, 2019 AU103: The in-text citation "Laken, 2019" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , p. 6).
Acculturative Stress: Acculturative stress is an updated term for “culture shock” that promotes eliminating stereotypical reductions of nationalities or ethnicities ( Fitzpatrick, 2017 , p. 281). Acculturative stress is a response by people to life events that are rooted in intercultural contact” (Barry, 2006 AU98: The in-text citation "Barry, 2006" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , p. 43).
Orientation: The orientation is a planned introduction of a newcomer to an organization. In international schools, orientation is typically conducted on-site during the first week after arrival but before scheduled classes begin.