THE POSSIBILITIES OF EMPLOYMENT AT INTERNATIONAL SCHOOLS: OPPORTUNITIES AND REQUIREMENTS

Öz

In this study, it is aimed to portray the requirements of employment as ‘economics’ teacher in particular and in educational institutions acting within the status of international schools, which is not commonly known by academia in Turkey and to reveal the opportunities for those who are interested in working as educators in these schools. In labor market conditions perpetually changing and transforming, finding a job becomes a challenging process on the one hand, and a degree obtained from an educational institution is not adequate to find a particular job on the other hand. The fact that the candidates searching for jobs are to prepare themselves incompatible with these dynamic conditions and in line with lifelong learning process as well as by considering the competitive atmosphere which is also of great significance. Above all, in order to reach that goal, revising, updating, and restructuring some educational curricula depending upon the requirements of the era, particularly, in developing countries like Turkey are also needed. Preparing students (graduates) not only to the requirements of labor markets referred as ‘local’ or ‘regional’, but also in coherence with employment opportunities available on a global basis is so crucial. Within this framework, international schools provide new employment opportunities in all branches starting mainly from “teaching” positions.

Anahtar Kelimeler

• Employment
• Labor Market
• Economics Teacher
• International Schools

ULUSLARARASI OKULLARDA İSTİHDAM OLANAKLARI: FIRSATLAR VE KOŞULLAR

Öz

Bu çalışmada Türkiye’de akademik çevrelerce oldukça az bilinen uluslararası okul statüsündeki eğitim kurumlarında özellikle ‘ekonomi’ öğretmeni olarak istihdam edilmenin koşullarını ortaya koymak ve bu okullarda eğitimci olarak çalışmak isteyen ilgililere sunulan fırsatlardan bahsetmek amaçlanmaktadır. Sürekli değişen ve dönüşen iş piyasası koşullarında, iş bulmak oldukça meşakkatli bir süreç haline geldiği gibi, tek başına bir eğitim kurumundan alınan diploma da iş bulmak için yeterli olmamaktadır. İş arayan adayların da kendisini bu dinamik koşullara uygun, yaşam boyu eğitim temelinde ve rekabet edebilir bir biçimde hazırlaması bir o kadar önemlidir. Bu hedefe ulaşmak için ayrıca Türkiye gibi gelişmekte olan ülkelerde bazı eğitim öğretim müfredatlarının gözden geçirilmesi, güncellenmesi ve çağın gerekliliklerine göre yeniden yapılandırılması gerekmektedir. Mezun öğrencilerin sadece ‘yerel’ ya da ‘mahalli’ olarak nitelendirilebilecek iş piyasasındaki koşullara göre değil, aynı zamanda küresel ölçekte varlık bulan istihdam imkânlarına uygun bir biçimde hazırlanması oldukça elzemdir. Bu açıdan uluslararası okullar, başta ‘öğretmenlik’ pozisyonu olmak üzere, birçok alanda yeni istihdam imkânları sağlamaktadır.

Anahtar Kelimeler

• İstihdam
• İşgücü Piyasası
• Ekonomi Öğretmeni
• Uluslararası Okullar

Kaynakça

1. AACSB, (2023). https://www.aacsb.edu/educators/accreditation, (27.11.2023).
2. Al Riyami, A., Afifi, M., ve Mabry, R. M. (2004). Women's Autonomy, Education and Employment in Oman and Their Influence on Contraceptive Use. Reproductive Health Matters, 12(23), 144-154.
3. Apstudents.ap-scores, (2023). https://apstudents.collegeboard.org/about-ap-scores, (13.09.2023).
4. Apstudents.collegeboard, (2023). https://apstudents.collegeboard.org/about-ap-scores/ap-score-scale- table, (13.09.2023).
5. Apstudents, (2023). https://apstudents.collegeboard.org/course-index-page, (12.09.2023).
6. Apstudents, (2023). https://apstudents.collegeboard.org/course-index-page, (13.09.2023)
7. Bates, R. (2012). Is Global Citizenship Possible, and Can International Schools Provide It? Journal of Research in International Education, 11(3), 262-274.
8. Benson, J. (2011). An Investigation of Chief Administrator Turnover in International Schools. Journal of Research in International Education, 10(1), 87-103.

9. Biçerli K. (2011). Çalışma Ekonomisi. 6. Baskı, İstanbul: Beta Yayıncılık.
10. Brooks, R., ve Waters, J. (2015). The Hidden Internationalism of Elite English Schools. Sociology, 49(2), 212–228.
11. Brown, P. (2003). The Opportunity Trap: Education and Employment in a Global Economy. European Educational Research Journal, 2(1), 141-179.
12. Brummitt, N. and Keeling, A. (2013). Charting the Growth of International Schools. Pearce, R. (Ed) International Education and Schools: Moving Beyond the First 40 Years (25-36) içinde. London: Bloomsbury Academic.
13. Bunnell, T., ve Poole, A. (2023). International Schools in China and Teacher Turnover: The Need for a More Nuanced Approach Towards Precarity Reflecting Agency. Asia Pacific Journal of Education, 43(2), 463-478.
14. Bunnell, T., Fertig, M., ve James, C. (2016). What is International about International Schools? An Institutional Legitimacy Perspective. Oxford Review of Education, 42(4), 408-423.
15. Cambridge Assessment International Education Syllabus.
16. Cambridgeinternational, (2023). https://www.cambridgeinternational.org, (13.09.2023).
17. Cambridgeinternational, programmes-andqualifications/cambridge-igcse, (2023). https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-upper- secondary/cambridge-igcse, (15.09.2023).
18. Cambridgeinternational, programmes-andqualifications, (2023).https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-upper- secondary/cambridge-igcse/qualification, (15.09.2023).
19. Cambridgeinternational, programmes-and-qualifications/cambridge-igcse-economics (2023). https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-economics- 0455/, (15.09.2023).
20. Canterford, G. (2003). Segmented Labour Markets in International Schools. Journal of Research in International Education, 2(1), 47-65.
21. Chajewski, M., Mattern, K. D., ve Shaw, E. J. (2011). Examining the Role of Advanced Placement® Exam Participation in 4‐year College Enrollment. Educational Measurement: Issues and Practice, 30(4), 16-27.
22. Çelik, M. (2018). The Effect of Psychological Capital Level of Employees on Workplace Stress and Employee Turnover Intention. Innovar: Revista de Ciencias Administrativas y Sociales, 28(68), 67–75.
23. Dunne, S., ve Edwards, J. (2010). International Schools as Sites of Social Change. Journal of Research in International Education, 9(1), 24-39.
24. Edvectus, (2023). https://www.edvectus.com, (30.10.2023).
25. Frederiksen, A. (2017). Job Satisfaction and Employee Turnover: A Firm-Level Perspective. German Journal of Human Resource Management / Zeitschrift Für Personalforschung, 31(2), 132–161.
26. Gordon, A. L. (2020). Educate–Mentor–Nurture: Improving the Transition from Initial Teacher Education to Qualified Teacher Status and Beyond. Journal of Education for Teaching, 46(5), 664-675.
27. Googlepictures, (2023). https://www.googlepictures.com, (03.12.2023).
28. Gray, J. A., ve Summers, R. (2016). Enabling School Structures, Trust, and Collective Efficacy in Private International Schools. International Journal of Education Policy and Leadership, 11(3), 1-15.
29. Grissom, J. A., Nicholson-Crotty, J., ve Keiser, L. (2012). Does My Boss’s Gender Matter? Explaining Job Satisfaction and Employee Turnover in the Public Sector. Journal of Public Administration Research and Theory: J-PART, 22(4), 649–673.
30. Gurantz, O. (2021). How College Credit in High School Impacts Postsecondary Course-Taking: The Role of Advanced Placement Exams. Education Finance and Policy, 16(2), 233-255.
31. Hall, D., ve Thomas, H. (2005). Collaborative Activity between School and College Sixth Forms and Higher Education Institutions. Research in Post-Compulsory Education, 10(2), 183-198.
32. Hayden, M. C., ve Thompson, J. J. (1998). International Education: Perceptions of Teachers in International Schools. International Review of Education, 44, 549-568.
33. Hayden, M. C., Rancic, B. A., ve Thompson, J. J. (2000). Being International: Student and Teacher Perceptions from International Schools. Oxford Review of Education, 26(1), 107-123.
34. Hayden, M., ve Thompson, J. (1995). International Schools and International Education: A Relationship Reviewed. Oxford Review of Education, 21(3), 327–345.
35. Hayden, M., ve Thompson, J. J. (2008). International Schools: Growth and Influence. Paris: United Nations Educational, Scientific and Cultural Organization.
36. Haywood, T. (2015). International Mindedness and Its Enemies. M. Hayden, J. Levy, and J. Thompson (Ed) The SAGE Handbook of International Education (Second Edition) (45-58) içinde. London: SAGE Publications Ltd.
37. Heyward, M. (2002). From International to Intercultural: Redefining the International School for a Globalized World. Journal of Research in International Education, 1(1), 9-32.
38. Higheredjobs, (2023). https://www.higheredjobs.com, (30.10.2023).
39. Hoang, P. (2016). For the IB Diploma Business Management and Revision Guide. UK: Hodder Education.
40. Ibeconomist, (2023). http://ibeconomist.com/ib-economics-hlsl-exams-structure/, (12.09.2023).
41. Ibo.org/about, (2025). https://www.ibo.org/about-the-ib/facts-and-figures, (13.02.2025).
42. Ibo, (2023). https://www.ibo.org/programmes/, (11.09.2023).
43. Ibo.org, (2025). https://www.ibo.org/programmes/find-an-ib-school/, (13.02. 2025).
44. Ibo.org/programmes, (2023). https://www.ibo.org/programmes/diploma- programme/curriculum/individuals-and-societies/economics, (12.09.2023).
45. Indeed, (2023). https://www.indeed.com, (13.11.2023).
46. Iscresearch, (2023).https://iscresearch.com/international-school-data-for-2022/, (08.09.2023).
47. ISC, (2015). ISC The International School Consultancy. Faringdon: The International School Consultancy.
48. Iss (2023). https://www.iss.edu (13.11.2023).
49. Qualifications.pearson, (2023). https://qualifications.pearson.com, (11.09.2023).
50. Searchassociates, (2023). https://www.searchassociates.com, (30.10.2023).
51. Searchassociates/schools, (2023). https://www.searchassociates.com/schools/turkiye/, (19.11.2023).
52. Stimpson P & Farquharson A. (2015). Cambridge International AS and A Level Business Coursebook. UK: Cambridge University Press.
53. Jeong, D. W. (2009). Student Participation and Performance on Advanced Placement Exams: Do State- Sponsored Incentives Make a Difference?. Educational Evaluation and Policy Analysis, 31(4), 346-366.
54. Joslin, P. (2002). Teacher Relocation: Reflections in the Context of International Schools. Journal of Research in International Education, 1(1), 33-62.
55. Judson, E., ve Hobson, A. (2015). Growth and Achievement Trends of Advanced Placement (AP) Exams in American High Schools. American Secondary Education, 59-76.
56. Leach R. (1969) International Schools and their Role in the Field of Education. Oxford: Pergamon Press.
57. Lewandowski, N. (2012) International Education is Becoming a Gold Mine. Expat Marketing, http://expatmarketing.com/news/expat-trends/international-school-growth, (08.09.2023).
58. MacDonald, J. (2006). The International School Industry: Examining International Schools through an Economic Lens. Journal of Research in International Education, 5(2), 191-213.
59. Mancuso, S. V., Roberts, L., ve White, G. P. (2010). Teacher Retention in International Schools: The Key Role of School Leadership. Journal of Research in International Education, 9(3), 306-323.
60. Mayer, M. (1968) Diploma: International Schools and University Entrance. New York: The Twentieth Century Fund.
61. McKillip, M. E., ve Rawls, A. (2013). A Closer Examination of the Academic Benefits of AP. The Journal of Educational Research, 106(4), 305-318.
62. Naafs, S., ve Skelton, T. (2020). Introduction:‘Youthful Futures? Aspirations, Education and Employment in Asia’. Realities and Aspirations for Asian Youth. Routledge, 1-14.
63. Odland, G, (2008). An Investigation into Teacher Turnover in International Schools. Seton Hall University Dissertations and Theses (ETDs).
64. Odland, G., ve Ruzicka, M. (2009). An Investigation into Teacher Turnover in International Schools. Journal of Research in International Education, 8(1), 5-29.
65. Peterson A. (1987) Schools Across Frontiers: The Story of the International Baccalaureate and the United World Colleges. La Salle, Illinois: Open Court.
66. Pierce, L., ve Snyder, J. A. (2015). Unethical Demand and Employee Turnover. Journal of Business Ethics, 131(4), 853–869.
67. Reich, M., Gordon, D. M., ve Edwards, R. C. (1973). A Theory of Labor Market Segmentation. The American Economic Review, 359-365.
68. Schofield, T. (2007). Student and Tutor Perceptions of the Role of the Tutor in a Sixth Form College. Pastoral Care in Education, 25(1), 26-32.
69. Shukla, A., Srinivasan, R., ve Chaurasia, S. (2013). Impact of Work Related Attitudes on Turnover Intention. Indian Journal of Industrial Relations, 49(1), 111–122.
70. Singh, P., ve Loncar, N. (2010). Pay Satisfaction, Job Satisfaction and Turnover Intent. Relations Industrielles / Industrial Relations, 65(3), 470–490.
71. Stevens, D. (2010). A Freirean Critique of the Competence Model of Teacher Education, Focusing on the Standards for Qualified Teacher Status in England. Journal of Education for Teaching, 36(2), 187-196.
72. Stoten, D. W. (2014). Are We There Yet? Progress in Promoting Independent Learning in a Sixth Form College. Educational Studies, 40(4), 452-455.
73. Tanu, D. (2014). Becoming “International”: The Cultural Reproduction of the Local Elite at an International School in Indonesia. South East Asia Research, 22(4), 579–596.
74. Taylor ve Francis Group; Langford, M. (2012). Global Nomads, Third Culture Kids and International Schools. International Education, Principles and Practice, 18(2), 28-43.
75. Terwilliger, R. I. (1972). International Schools—Cultural Crossroads. The Educational Forum, 36(3), 359-363.
76. Tes, (2023). https://www.tes.com, (01.11.2023).
77. Tes, (2023). https://www.tes.com, (03.11.2023)
78. Tes, (2023). https://www.tes.com, (30.10.2023).