Foreign Teachers Management System in an English Program School: A Case Study at Piboonbumpen Demonstration School Burapha University, Thailand


  • Rapin Chuchuen
  • Chalong Tubsree
  • Surin Suthithatip


foreign teachers, management development, motivation


             The International Education Program for Basic Education (IEP) is a part of the Piboonbumpen Demonstration School. For the International Program, English is the main language of instruction in classrooms. This research aims to explore the current position as of 2015, management system for the foreign teachers in the IEP program. This study applies a qualitative approach using a case study as the research strategy, with in-depth interviews and purposive selection to select the case. The data was collected from 23 staff members of this school including executives such as school directors, foreign teachers who had been working at least 5 years in the program, students who were studying at grade 6 and grade 12 and their parents. The overall pattern of perceptions were largely the same. The problems found in this school include the lack of motivation coming from insecure working statuses, low salary, no incentives for extra workloads, unfamiliarity with local language and culture, a non-supporting environment, no implementation of mentorship or induction programs for new teachers and insufficient administrative support. Motivation is very important as management should strongly consider improving foreign teacher retention rate. The motivating factors include salary, incentives, rewards, communication support, etc. The findings provide information that can aid in developing management principles for employing foreign teachers, motivating them, retaining them and then improving the general management in this school to reduce teacher turnover, eliminate shortages and find higher quality teachers. This will improve the overall academic performance of the school.

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