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There is a need for research in the academic literature regarding the needs of international educators (IEs) and professional development opportunities that may assist them in their transition into international schools (ISs) (Aiman-Smith, Bauer & Cable, 2001; Brummitt & Keeling, 2013). This qualitative narrative study aimed to meet this need by exploring eight IEs' perceptions from two sites in South East England regarding their transitions into their international school (IS). The research revealed educators in ISs share similar challenges and need immediate and periodic support during their transition. Furthermore, the participants shared the support they felt aided their transition and provided suggestions, which may aid future teachers transitioning to their international school.
I am an independent cross-cultural trainer and learning specialist with expertise in helping students, educators, senior leadership, and families transition to and from new cultural contexts. Through tailored transition and intercultural engagement programs, my goal is to help improve student achievement and educator fulfilment.I have experience working with a variety of both state and private education establishments operating in the elementary, secondary and higher education sectors. I am a certified teacher and high school principal and an approved NEASC Evaluator who visits and evaluates schools globally. I have directed several research studies on educators' experiences and perceived needs with regards to transition at their international school in order to improve the transition experience for educators, students and families. The inspiration for my research project was influenced by my personal journey and the stories shared by my colleagues from around the world with regards to transition at an international school.