Abstract
Outside the home, international children’s most important relationships and activities are centred around the school, with their classmates and their teachers. Akram (1995) affirms that, for expatriate families, ‘the international school, in time and place, represents the only stable environment. For the children, the international school and its microcosm, the classroom, is their community.’ But how stable and consistent is this community if the teachers themselves are part of a transient population, rarely in any one school for more than two years? Can quality teachers be persuaded to work at the school, and then be retained beyond their short contract? If so, how?
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