Teachers in ‘international schools’ as an emerging field of inquiry: A literature review of themes and theoretical developments

Adam Poole, Tristan Bunnell

Research output: Contribution to journalArticlepeer-review

4 Citations (SciVal)


This review article identifies the trends and developments regarding teachers in international schools from 1998 until 2022. International school teachers as a group are worthy of study as the number of schools delivering a curriculum in English outside of an English-speaking nation has grown considerably in recent years. Amidst continuous statistical growth there has been major structural changes as the arena has attracted a local middle class and the attention of commercial entities. As a result, the profit driven ‘non-traditional’ arena is now the dominant one, centred upon The Asia-Pacific and the Middle-East. This literature review analysed 69 peer-reviewed academic journal papers with regard to their thematic focus, methods, and theoretical frameworks. Three distinct phases of literature can be identified, with a sociological lens appearing after 2012 and a major period of growth beginning in 2015, and a large number of research gaps can be identified
Original languageEnglish
Number of pages18
JournalCompare : A Journal of Comparative and International Education
Early online date1 Jun 2023
Publication statusE-pub ahead of print - 1 Jun 2023

Data Availability Statement

Data sharing not applicable to this article as no datasets were generated or analysed during the current study.


We would like to thank the anonymous reviewers for comments on an earlier draft. Soundtrack to this paper: Achilles Last Stand by Led Zeppelin.


  • International schools
  • international education
  • international school teachers
  • review article
  • teaching

ASJC Scopus subject areas

  • Education


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