The Salary and Package Problem: Resentment and Friction at International Schools
As an international teacher, one can expect an “international package.” Local teachers do not get this.
As an international teacher, one can expect an “international package” that may include a flight allowance, healthcare, and a work visa. But they can be much bigger and include dependent flight allowances, tuition, and insurance; a cell phone plan; a furnished home or housing allowance; some or all pay in USD; home utilities paid for by the school; and a hefty moving allowance. The “international packages” vary based on countries, schools, and position.
Local teachers do not get these things. They get a salary, which is usually a lower one than international teachers receive. In some schools, local teachers are even treated as disposable staff that can be easily replaced if they don’t take on loads of work and demeaning treatment. Meanwhile, the international staff is treated kindly and respectfully (at least to their face). That kindness might be simple hospitality shown to a foreigner, or it might be a matter of showing exceptional respect and support in order to keep them at the school.
Of course, this leads to resentment, frustration, anger, and sometimes hatred. In some international schools, that frustration is directed toward the administration or the school (generally): the local teachers blame the decision-makers for the fact that they are paid less, but do the same work as international teachers and have the same credentials.
In other international schools, this creates such a divide that the local teachers resent and maybe even dislike (or hate) the international teachers. One can imagine how this leads to a divided, unhealthy faculty.
Who are “international teachers”? Generally, teachers who get the “international package” are ones who uproot their lives, and maybe families’ lives, in order to move to another country. They are teachers who move to a country where they do not live for the purpose of teaching at that school. For me, that means my family of three gets rid of all we own except for what will fit into two suitcases each, we say goodbye to our family and friends, and we move. For others, it’s all that plus figuring out what to do with a beloved family pet or selling a home. It means dealing with your bank that may not want you using it abroad; figuring out how to file taxes out of the country; learning a new language; or moving to a place where you will be treated poorly because of the color of your skin.
That’s a very tough thing to do. Especially when it means your child will be growing up in a foreign country and your spouse may not be able to find work. Sacrifices must be made for the new school at which you’ll be teaching.
International schools know this, and they know they have to woo teachers into making that challenging move. As such, they offer packages to not only make it more enticing, but to make it doable. Without a flight, I couldn’t get to the new school. Without a flight each year, international teachers wouldn’t get to see their family back home. And without a little moving money or housing money, international teachers wouldn’t be able to rebuild a life–remember, international teachers don’t take a car, couch, bed, table, dishes, or many other things on the plane. They usually arrive with two suitcases. The package is intended to make it a little easier.
But schools do not consider all international people “international” and all local people “local.” I have taught with people from another country who were not given the international package because they were already in the country when they applied for the job. What’s the school’s rationale there? It’s that the teacher doesn’t need to relocate, pick up and move a family, or start from scratch. They assume that teacher already has a life in that country. I’m not saying it’s right or wrong. I’m only saying that’s what it is. And keep in mind, it can be negotiated, like most things in international education. Many teachers who are already living in the country when hired negotiate an international package, or at least a partial one.
I’ve also taught with local teachers who had an international package. Why? Because they are originally from that country, but they were living abroad when they applied. So, they did have to pick up their lives (and their family’s lives) and move, starting from scratch.
Most international schools, it seems, make this the deciding factor: Where is your homebase and are we relocating you to a new country?
In regards to dependent education, the tuition discounts vary. Some give 100% discount for up to X-many dependents; others give half off for one dependent. And everything in between. The dilemma an international teacher with a child faces is that there aren’t necessarily alternative schools. If you are teaching at a British school in Kenya, for example, your British child cannot simply (easily) go to a free state school in the area. On the other hand, if you were to teach at an expensive private school in England, your child could easily go to the free state school nearby. With this in mind, international teachers’ children should have the opportunity to study at the international school.
As for visas and insurance, not all international schools provide this for dependents. I think they should, though. If I accept a position to teach at a school in Romania, my wife comes with me. But her experience working is in our home country, her language is not Romanian, and her visa is a dependent visa that doesn’t permit her to work. Her job opportunities are extremely limited. She (and any other dependents) are in that new country so that I can teach at the school. So, that school should cover their visa and health insurance expenses. They don’t always do that. But they should.
All of this leads to misunderstandings, which leads to tense environments. I’ve seen it at every international school I’ve been in–that’s only four schools, but I imagine it’s similar in others. It has to do with money and “unequal and unfair” pay–how could it not lead to problems?
What might be the solution? An international teacher might say that the solution is to explain to the local teachers why local teachers receive less. If you take that approach, good luck! I will stay far away from that conversation when you have it.
Another possible solution is for the schools to pay local teachers more. International schools cannot give international teachers less; if they did, they would not be able to attract international staff. But they can pay locals more.
Another solution is for the local teachers to become international teachers. I was a “local teacher” in the U.S. I changed that by moving abroad. An Egyptian teacher can go to Saudi Arabia and receive an international package. A German can go to China. An Australian can go to Romania. A Mexican can go to Colombia. You get the point. I’ve seen it all over, and it adds beautiful diversity to an international school faculty.
I’ve taught with and befriended wonderful international teachers from Pakistan, Germany, Canada, Venezuela, England, Russia, France, Ireland, UAE, Peru, Spain, Egypt, Australia, the Netherlands, Mexico, the USA, and, of course, my bestie from South Africa.
In just a few schools, I’ve taught with an array of nationalities. If you want that international package, one solution is to go international.
Sadly, the picture is even more complex. There is racism, accent preference, and nationality and passport preference. It’s a complexity that I recognize and hope will change, somehow. In the comments, please share with us the good, bad, and ugly of your experiences with international hiring, teaching, and pay.