International school science teachers’ development and decisions under social cognitive career theory

Abstract

A qualified teachers’ shortage is challenging in science teaching at the P-12 level, particularly in international schools. The purpose of this study was to understand how the social cognitive career approach influences international school science teachers’ career development and career decisions in Taiwan. For the study, qualified international school science teachers were surveyed about their teaching and living experience at international schools all over Taiwan. To recruit participants into a wider sample, the snowball strategy and general inductive approach were employed to collect and analyse 38 participants. The focus of this study was the issues in Taiwan, and may serve as a blueprint for university administrators, educators, school principals, policymakers, student and career counsellors, human resource professionals, and government leaders, to promote and develop their present human resource planning, teachers’ professional development schemes, and international and domestic school teachers’ management.