by Dr Luke Chaeter
Introduction: Why Engagement Matters Now More Than Ever
International school leadership today operates in an era of unprecedented complexity. Alongside academic rigour and global benchmarking, the emotional and professional needs of teachers must be prioritised. A recent phenomenological study conducted within a British International School in Northeast Asia, grounded in Self-Determination Theory (Ryan & Deci, 2000), uncovers a vital truth: teacher engagement is not merely desirable—it is indispensable. Engagement is a cornerstone of sustainable improvement: it drives student outcomes, enhances staff retention and fosters organisational cultures of collaboration and excellence. But how can leaders, particularly in transient and multicultural international contexts, meaningfully generate engagement?
A Study Rooted in Reality: Lived Experiences from the Field
The research explores the lived experiences of eight leaders in a British International School setting and offers an interpretative phenomenological analysis (IPA) of their perspectives on teacher engagement. These leaders, all experienced professionals with over three years in their roles, provided insight into how engagement is fostered and challenged within the international school context.
At the heart of the findings is a simple but powerful idea: engagement is relational. It is nurtured through trust, autonomy, and belonging—core tenets of Self-Determination Theory (Deci & Ryan, 1985; Ryan & Deci, 2000). Leaders who recognise and actively support these psychological needs are more likely to cultivate engaged, empowered teaching teams. Conversely, where autonomy is stifled or communication is inconsistent, disengagement takes root.
The Human Side of Engagement
The study reminds us that leadership is about more than strategy and implementation. It is fundamentally about people. Teachers were found to be most engaged when they experienced open communication, mutual trust, and genuine opportunities to influence the direction of the school. This relational dynamic is crucial: engaged teachers are those who feel heard, valued, and connected to the broader organisational mission (Gemeda & Lee, 2020). Leadership practices that supported engagement included maintaining an open-door policy, providing a rationale for decisions and creating forums for authentic dialogue. These actions helped to demystify change and reduce resistance. As one participant put it, “Transparency reduces fear and encourages ownership.”
Challenges: A Culturally Complex Landscape
Yet, the path to engagement is not without obstacles. The study highlights several challenges unique to international schools. Staff turnover, often driven by short-term contractual arrangements, creates instability and limits relational continuity. Cultural diversity, while a strength, also brings complexity. Misaligned expectations and differing pedagogical experiences can lead to misunderstanding and friction (Gardner-McTaggart, 2018).
Furthermore, the implementation of UK-centric strategies in an international setting can be met with scepticism, especially from staff unfamiliar with the British system. One leader noted, “If staff don’t understand the ‘why’ behind our initiatives, engagement will falter.”
To navigate these challenges, leaders must develop cultural intelligence (Earley & Ang, 2003) and emotional literacy (Tai & Abdull Kareem, 2019). Professional development for the school leaders must move beyond data and compliance to include training in relational and intercultural competence.
Building Engagement: Insights from the Research
The research outlines several leadership behaviours that promote engagement:
• Fostering Trust: Trust was repeatedly identified as the bedrock of engagement. Leaders who show integrity, consistency, and openness build relationships that allow for honest dialogue and shared responsibility (Holmes & Parker, 2018).
• Promoting Autonomy and Competence: Teachers reported greater engagement when they were given ownership of the curriculum and trusted to make decisions in the best interests of their learners. This aligns with SDT’s emphasis on autonomy and mastery as key motivational drivers (Ryan & Deci, 2000).
• Encouraging Belonging: Engagement was strongest when staff felt they belonged. This was not just about inclusion, but about contributing meaningfully to a collective mission. Leaders who acknowledged individual strengths and encouraged collaboration saw greater investment from their teams.
Engagement Is More Than Enthusiasm
Importantly, the study challenges the idea that engagement is simply about enthusiasm or energy. True engagement is a sustained emotional and cognitive connection to one’s work—a concept echoed by Schaufeli & Bakker (2004) and reaffirmed throughout the findings. It involves teachers being absorbed in their work, feeling dedicated to their students, and aligning with the vision of the school.
Disengagement, on the other hand, was characterised by pessimism, isolation, and an absence of collaboration. Leaders must be alert to these signals and proactively address the root causes. The study warns that disengagement is often silent, taking the form of compliance without commitment.
Recommendations: From Insight to Action
The research makes a compelling case for a relational, values-driven approach to leadership. The following recommendations offer a roadmap for school leaders:
1. Foster a Culture of Dialogue: Engage in open, two-way communication. Use staff meetings, surveys, and informal conversations to gather feedback and explain the rationale behind decisions.
2. Invest in Tailored Professional Learning: Ensure that CPD opportunities are relevant, equitable, and aligned with teachers’ professional goals. This enhances both competence and commitment.
3. Leverage Diversity as a Strength: Celebrate cultural differences and use them to enhance learning. Develop intercultural awareness across the organisation to reduce misunderstandings and build cohesion.
4. Promote Leadership at All Levels: Provide leadership pathways for teachers. Empower staff to lead initiatives and shape practice. Shared leadership boosts morale and fosters a sense of purpose.
5. Lead with Integrity and Clarity: Trust grows when words align with actions. Be transparent about challenges and consistent in your values.
A Leadership Reflection: What Would You Change?
Leadership is a journey, not a destination. The research invites us to reflect: How engaged is your teaching team right now? What does your leadership practice communicate to staff? Are your systems fostering connection or compliance? In an international context where staff mobility is high and cultural expectations vary, the leader’s role in shaping engagement is amplified. It is not enough to rely on policy and performance metrics. Engagement is built relationally, one conversation at a time.
Conclusion: Engagement as a Leadership Imperative
If we want to see sustainable student achievement, we must first invest in the people who make it happen. As the research shows, school leaders are not just instructional leaders or operational managers—they are architects of culture. The choices they make each day either build bridges or create barriers.
Teacher engagement cannot be assumed; it must be cultivated. And that cultivation begins with leadership practices grounded in empathy, trust, and purpose. As one participant in the study concluded: “When leaders truly listen, they unlock commitment.”
For International School leaders looking to enhance student outcomes and retain high-quality staff, the message is clear: engagement is the engine, and leadership is the ignition.
Dr Luke Chaeter, Vice Principal, Doha British School, Ain Khaled
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