International School Teachers’ Motivations for Transitioning Between Chinese Internationalised Schools

This phenomenological study explores the dynamics influencing International English Medium Instructors during their transitions between Chinese Internationalised Schools. Social Cognitive Career Theory is used to examine how leadership practices, financial considerations, and career development opportunities serve as primary motivators for such teachers in deciding either to leave or remain at their respective institutions. Participants reported dissatisfaction with leadership as a major factor prompting their departure, alongside the allure of better compensation and enhanced professional growth at new schools. The concept of transition capital—encompassing professional, social, cultural, ethnic, and psychological forms—is central, as International English Medium Instructors employ these resources to navigate their career paths. The study underscores the complex interplay of these factors, revealing both the challenges and positive outcomes of such career transitions. The findings highlight the significance of leadership in shaping school culture and influencing teacher retention and mobility. The small sample size of four teachers enabled rich, detailed descriptions of International English Medium Instructors’ lived experiences which is missing in the literature. However, while prioritizing International English Medium Instructors’ voices, it should be noted that the small sample size limits the study’s generalizability.