Staff recruitment and retention / employability in education

Rewiring Team Dynamics: What Leadership Really Means in 2025

Millie Sherwood — Mon, 11 Aug 2025 14:12:25 +0000

Through a mix of psychometric profiling, honest conversations, and redesigned meeting formats, I challenged the team to face up to their biases and behaviours, and helped them rewire their understanding of themselves, as well as of their colleagues. They began naming tensions instead of avoiding them; they created space for multiple perspectives, and they reconnected with their shared purpose. Six months on, the shift was palpable: clearer decisions, deeper collaboration, and a confidence that leadership was now a shared space, not a competitive race. It wasn’t perfect, but it was undoubtedly better. This is what rewired leadership looks like – subtly but significantly elevated.

Leadership is often misunderstood. For decades, we have clung (and still cling, in many respects) to the image of the charismatic figure at the helm - the visionary, the fixer, the decision-maker. In 2025, however, this model is completely out of step with the reality of how most great organisations - especially schools, which depend heavily on several moving parts - actually function. The shift towards collaborative leadership has actually happened; now leaders have to embrace it.

This is harder than it sounds. At the heart of this shift is a growing recognition: leadership is less about what a leader does and more about what their presence enables in others. In a world of complexity, rapid change and deep cultural expectations, the best leaders are those who can influence systems of people - discreetly, thoughtfully, and with intention. These are sophisticated skills; a great leader needs to learn how to shape the interactions between team members, cultivating trust, aligning values, and creating the conditions in which people can do their best thinking. Leaders need to learn when to speak and when to step back; they must practise noticing what is not being said in a meeting, and designing communication structures where different voices are heard.

In other words, leadership has become less about individual performance and more about relational intelligence - the ability to read, respond to, and rewire group behaviour. Every team has its own wiring—its patterns of communication, feedback, conflict, decision-making. Some of these serve the group; others hold it back. And often, these dynamics are invisible to those within them. Leaders who understand this can learn to intentionally shape team culture - what we might call ‘rewiring team dynamics’. This involves:

Being aware of self – self-awareness underpins all successful leadership
Surfacing hidden dynamics - naming the undercurrents that shape interactions
Balancing behavioural styles - using psychometric tools to understand differences
Establishing shared language - around values, purpose and accountability
Redesigning meetings - so that time together is generative, not performative
Modelling reflection - so others feel safe to slow down and think

In my work with leaders and teams, I have seen how powerful it is when leaders shift their focus from self to system. In an intensive 1-2 days, working through a bespoke guided process, a team which uses behavioural insights from the Thomas International PPA (DISC) makes enormous strides forward in understand their own individual behaviours, and how they interact with others. Reflective tools and processes like this help leaders slow down and observe the patterns they are creating – and do something about it. This is not a ‘nice-to-have’ in leadership now; it is central to success.

Rewiring is not about control; it is about liberating potential. It is the subtle, skilled work of enabling a team to think more clearly, trust more deeply, and align more powerfully with its purpose. Leading a team in 2025 is not a solo performance: it is a choreography - a dynamic, responsive movement between individuals, values, behaviours, and context. And like any skilled choreographer, a great leader needs to work hard to learn to see patterns that others cannot, knowing when to intervene, and how to do so.

Dr Helen Wright is the Director of Global Thought Leadership, challenging and supporting leaders, leadership teams and Boards to function more effectively. She can be connected via LinkedIn - https://www.linkedin.com/in/drhelenwright/

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1 month ago

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I recently worked with a senior team in a premium school that had slipped into unhelpful habits. Their meetings were efficient but shallow, and their interactions avoided conflict, although the frustration bubbling beneath the surface was palpable – and spilled out readily in conversations between each other, and with me. Their different behavioural styles clashed, especially between high-drive leaders and their more systematic peers, to the extent that it felt personal, as if some of the leaders were deliberately needling others. The result, unsurprisingly, was that strategic decisions were delayed, and mutual trust had eroded.

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Improve staff recruitment & retention with well-being strategies that expat teachers actually want!

Feedimporter — Wed, 10 Jul 2024 09:58:05 +0000

The same report predicts that if the current growth trends continue, the British international school sector could need approx. 180,000 additional teachers to meet staffing needs in the next ten years. Key findings from the report related to teacher recruitment in the international education sector are that 91% of British international school leaders find recruiting quality teachers ‘somewhat’ or ‘very challenging’ while only 19% report that they are always able to recruit candidates that meet their expectations.

To compound this issue, fewer and fewer students are enrolling on teacher training courses in the UK (less than 28,000 in 2017/18). Moreover, according to the Teacher Wellbeing Index 2021, published by Education Support, 54% of staff have considered leaving the profession in the past two years as a result of pressures on their mental health and wellbeing. All in all, this strongly points to a global teacher shortage and an international teacher recruitment crisis in the very near future.

When considering joining a new school, 32% of teachers ranked safe, healthy and sustainable working conditions as their top priority while 23% of teachers cited professional development and career growth opportunities as a key factor (the Teach Away Report 2023). In contrast, the 2022 Tes International Wellbeing Survey found that 31% of respondents stated that they did not not get professional development opportunities at their international school and would like them while 62% of respondents would like to see better opportunities for professional development at their school. When the respondents were asked about wellbeing, 55% answered that their school had a clear wellbeing strategy in place, but 67% said they would also like to see this improved.

International schools are striving to deal with this recruitment challenge in a number of ways, including putting greater attention on supporting and developing staff wellbeing, in terms of promoting a positive work culture, helping staff manage stress, and providing opportunities for career development. Despite these measures to recruit and retain staff, the Teach Away Report 2023 revealed that 56% of teachers currently abroad are either not sure (36%) or are NOT (27%) renewing their contracts at their current international school while the 2022 Tes International Wellbeing Survey found that only 49% of teachers said they would recommend their school as a place to work to their friends.

I run the Empowering Expat Teachers with Sorcha Coyle Facebook community and last week I conducted a poll about well-being in schools. I asked my group of 13,700+ expat teacher members, “If your international school wanted to best support your well-being, what could they do?” Let’s remember that teacher well-being is not just treats in the staff room, occasional yoga sessions, and links to interesting well-being articles. According to the wheel of well-being, there are eight dimensions: financial, social, occupational, physical, spiritual, environmental, emotional, and intellectual well-being. As a result, I made a poll with a range of different options and gave members the opportunity to add their own ideas too. The top 3 areas that expat teachers voted were:

● Managing stress and developing resilience (22%)

● Having a school culture of growth (20%)

● Financial well-being/ money coaching (13%)

As a Certified Financial Education Instructor and a Teacher Career & Money Strategist who is currently undertaking the Certificate in Stress Management and Resilience Building (Cert. SMRB), I have worked with 100s of expat teachers and I know how incredibly impactful and beneficial stress management and money and career coaching are on developing their positive well-being, happiness and professional fulfilment.

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2 years ago

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Improve staff recruitment & retention with well-being strategies

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Improve staff recruitment & retention with well-being strategies

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Sorcha Coyle

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Improve staff recruitment & retention with well-being strategies that expat teachers actually want!

Feedimporter — Fri, 12 Jul 2024 10:21:56 +0000

According to the COBIS report, “Teacher Supply in British international schools” (July 2022), there are currently 554,000 expat teachers worldwide. The same report predicts that if the current growth trends continue, the British international school sector could need approx. 180,000 additional teachers to meet staffing needs in the next ten years. Key findings from the report related to teacher recruitment in the international education sector are that 91% of British international school leaders find recruiting quality teachers ‘somewhat’ or ‘very challenging’ while only 19% report that they are always able to recruit candidates that meet their expectations.

The top 3 areas that expat teachers voted were:

● Managing stress and developing resilience (22%)

● Having a school culture of growth (20%)

● Financial well-being/ money coaching (13%)

Therefore, I would strongly encourage senior and middle leaders to think outside the box when it comes to recruiting and retaining their teachers. Some suggestions are:

● In the staff room, have a library with inspirational and reputable books that staff can check out, to benefit their financial, emotional, spiritual and intellectual well-being

● Be sure that you know your staff’s professional strengths, skills and passions and provide opportunities for them to demonstrate and develop them in their roles, run Professional Development sessions for colleagues and after-school sessions for parents and students (occupational well-being)

● Ensure line managers are asking teachers about their preferred career trajectory / where they hope to be in their teaching career in 5 years and see where the school can support in terms of training, contacts, networking, etc. (this is excellent for occupational well-being and staff retention)

● When possible, send an email/ pre-recorded video rather than schedule a meeting after school and plan ahead and put as much information in one daily email rather than multiple emails throughout the day (environmental well-being)

● On a staff well-being day, run full or half-day tailored workshops with outside experts and specialists, which focus on improving the financial, social, occupational, physical, spiritual, environmental, emotional, and/or intellectual well-being of your teachers.

This focus on teacher well-being makes sense, not only morally, as workplace stress causes absence, staff turnover, and physical sickness (American Institute of Stress), but also financially because it can cost 33% of an employee’s salary to replace them with 75% of the causes of employee turnover being preventable (HR Dive). For more staff recruitment and retention tactics and well-being strategies, be sure to follow me on LinkedIn:

https://www.linkedin.com/in/sorcha-coyle/

Sources:

https://www.tes.com/international/for-schools/content/staff-wellbeing-report-2022

https://info.teachaway.com/hubfs/IERR%202023/%5BTA%5D%20ERR%20Report%20(2023).pdf

https://www.csupueblo.edu/health-education-and-prevention/8-dimension-of-well-being.html#:~:text=Wellness%20comprises%20of%20eight%20mutually,intellectual%2C%20environmental%2C%20and%20financial

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2 years 1 month ago

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Improve staff recruitment & retention with well-being strategies that expat teachers actually want!

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Improve staff recruitment & retention with well-being strategies that expat teachers actually want!

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Sorcha Coyle

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Strategies for Staff Recruitment & Retention in International Schools

Feedimporter — Fri, 12 Jul 2024 10:22:02 +0000

Recruitment and Retention: International schools unique challenges

International schools face unique challenges in recruiting and retaining qualified staff due to their diverse student population and competitive job market. This article explores researchbacked strategies for effective staff recruitment and retention in international schools. It emphasizes the importance of developing a strong employer brand and presents strategies such as defining organizational values, emphasizing professional development, fostering a positive work culture, and engaging with staff. The article also discusses retention strategies, including competitive compensation, a supportive work environment, work-life balance initiatives, and opportunities for professional growth. Implementing these strategies can enhance employee satisfaction, reduce turnover rates, and contribute to the overall success of international schools.

To maintain a high standard of education and a positive learning environment, international schools must implement effective staff recruitment and retention strategies. High turnover rates can disrupt the learning environment and impact the quality of education provided to students.

Therefore, international schools must explore research-backed strategies to attract and retain qualified and motivated staff members.

Recruitment Strategies:

The Significance of Employer Branding and Retention

Developing a strong employer brand is crucial for international schools to attract and retain top talent in a competitive job market. Backhaus and Tikoo's (2004) research emphasize that a strong employer brand improves the organization's ability to attract qualified candidates and increase employee commitment and retention. International schools must communicate their values, mission, and commitment to professional development through their employer brand to achieve this.

Strategies for Developing a Strong Employer Brand

1. Define and Communicate Organizational Values and Mission: Clearly define and communicate the values and mission of the international school, aligning them with potential employees' values (Ambler & Barrow, 1996). Effective communication of these values through various channels helps attract candidates who resonate with the school's vision.

2. Emphasize Professional Development Opportunities: Highlighting professional development opportunities is crucial for attracting and retaining talented individuals in international schools (Wang, Zhang, & McLean, 2019). Offering structured programs, mentorship initiatives, and supporting conference/workshop attendance demonstrates the school's commitment to staff growth.

3. Foster a Positive Work Culture and Community: Creating a positive work culture and fostering a sense of community contribute to higher job satisfaction and organizational commitment (Cable & Turban, 2003). Promote collaboration, teamwork, open communication, and encourage staff participation in school events and activities to enhance the work environment.

4. Engage with Current and Potential Staff Members: Regularly engage with staff members through surveys, feedback platforms, and involving them in decision-making processes to foster a sense of ownership and engagement (Berthon, Ewing, & Hah, 2005). Building relationships with employees improves their perception of the organization.

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2 years 1 month ago

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Strategies for Staff Recruitment & Retention in International Schools

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Strategies for Staff Recruitment & Retention in International Schools

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Staff Retention and Enhancing Employability in the Education Sector

Feedimporter — Fri, 12 Jul 2024 10:22:09 +0000

The Importance of Staff Retention

Staff retention is a vital factor that directly impacts the stability and success of any educational institution. When experienced and passionate educators choose to stay with a school long-term, it cultivates a sense of community, continuity, and shared purpose. Continuity in teaching staff allows for the development of strong relationships with students, resulting in enhanced learning experiences.

Enhancing Employability

While staff retention is crucial, it is equally important to invest in the professional growth and employability of educators. The education sector is constantly evolving, demanding teachers and staff to be adaptable and up-to-date with the latest pedagogical approaches and technologies. By offering continuous professional development opportunities, schools can empower their employees to grow and thrive, thereby increasing their employability.

1 ) Creating a Culture of Learning: Foster a culture that values continuous learning and encourages staff to explore new teaching methodologies, attend conferences, and engage in professional networks. Encourage teachers to take on leadership roles, participate in research projects, and share their knowledge through presentations or publications. By providing such opportunities, schools not only promote personal growth but also benefit from the collective wisdom and expertise of their staff.

2) Mentoring and Coaching: Implement mentorship and coaching programs to support new and experienced educators. Pairing new teachers with experienced mentors can accelerate their growth and boost confidence. Establish coaching relationships where teachers can receive ongoing feedback, guidance, and support to enhance their teaching practice.

3 ) Recognition and Rewards: Acknowledge the achievements and contributions of staff members. Celebrate milestones, innovative teaching approaches, and exemplary performance to reinforce a positive work culture. Recognise and reward professional growth and certifications, consequently motivating teachers to continue developing their skills.

Work-Life Balance: Prioritise work-life balance to prevent burnout and promote staff well-being. Encourage self-care practices, flexible scheduling, and wellness initiatives. When educators feel supported in their personal lives, they are more likely to remain committed to their profession and the institution.

Staff retention and employability are intertwined elements that directly impact the success of any educational institution. By fostering a culture of learning, implementing mentorship programs, recognising achievements, and prioritising work-life balance, schools can create an environment that supports staff retention and enhances employability. Investing in educators' growth not only benefits individual professionals but also positively impacts student learning outcomes.

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2 years 1 month ago

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Staff Retention and Enhancing Employability in the Education Sector

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Staff Retention and Enhancing Employability in the Education Sector

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Millie Sherwood

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Creating a culture that attracts and retains great teachers

Feedimporter — Fri, 12 Jul 2024 10:22:06 +0000

Sometimes it doesn't even feel like work! However, spare a thought for colleagues who are not in this position. We all know that even at a low level if there are things in your workplace that affect you every single day, it's only natural that they will impact your outlook, motivation, performance and mental health.

Teaching is a profession that so many people experience a calling for and one that they greatly enjoy – the interaction with pupils, seeing them progress and grow, and helping them to understand how they fit into the world. It is often the peripheral parts of the role that cause the problems that can see good teachers leaving their jobs and schools struggling to replace them.

Culture is the heart of the school

A school's culture can be transformational. Done right, it can propel educators and students to new levels of accomplishment and achievement; done wrong, it can be utterly destructive, affecting everything from well-being, attendance, staff turnover and student outcomes

A great school culture takes effort and simply cannot be left to chance. And without good staff, a school has little to offer its students or its wider community. Staff are the lifeblood of everything curriculum and pastoral-based in a school, so why would not looking after them properly even be a consideration? Time and money cannot be the only excuses. Some of the most effective tools to create a good school culture do not even have a monetary cost: being listened to, supported by managers, gaining recognition for good work, access to constructive help or feedback, practical assistance to alleviate workload issues, and kind words of encouragement are all free, but sadly, often omitted.

From my perspective, in the UK school trust of which I am Chair, we strive to make our school culture one that welcomes and nurtures staff and gives them a voice. We understand that teachers are learners too and try to support them with professional development, training and opportunities to gain additional mentoring or secondment experience in the other schools in our trust. We aim to listen and work together to improve where we can. Do we always get it right? Perhaps not, but by collaborating and being prepared to learn from each other, everyone feels they have agency and can make an active contribution.

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2 years 1 month ago

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Creating a culture that attracts and retains great teachers

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Creating a culture that attracts and retains great teachers

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Staff recruitment and retention / employability in education

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Al Kingsley

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