In the second instalment of our Recruitment Around the World series, we hear from Nicola Howard, vice-principal at The Alice Smith School in Malaysia, about the challenges and opportunities in finding and retaining talented staff in a competitive job arena.
She also discusses the importance of wellbeing for staff retention - and explains how her school allows its teachers to create time in their teaching timetable for their own wellbeing initiatives.
How did your recruitment for this academic year go?
Nicola Howard: Recruitment was busy for this academic year, as we had a number of staff leaving. This was related to the pandemic and the harsh lockdown in Malaysia.
However, adapting to a new recruitment approach using Zoom, we were able to recruit who we needed, with one or two exceptions. We continued to have significant interest in jobs, particularly core subjects such as maths and English.
What we did notice was that we had a higher volume of applications from international schools in the locality. Many reasons for this were given, ranging from some schools being forced to close due to a reduction in numbers to natural attrition as a result of the pandemic and associated costs and fees from students.
What we also experienced was a small proportion of applicants applying in the middle of their contracts, which they were unable to take any further. Some candidates who were offered the job withdrew, citing the pandemic and restrictions as a reason.
We have struggled to recruit for one position because we have just not been able to find the right person with the appropriate experience and qualifications. So we will continue to advertise this position this year.
Have you adapted your recruitment strategies over the past few years?
NH: We have continued our usual practice for recruitment but simply over Zoom. We introduce the school via a presentation and give an opportunity to ask questions prior to the formal interview.
What has developed is our style of questions that we are using for shortlisting via video interviews. Giving applicants more time to answer fewer questions that are broader gives them an opportunity to share their thinking, their ideas and their personality.
With regards to CPD and wellbeing, we include that as part of our presentation, so it is a factor we consider to be important. We are looking to develop our recruitment strategies this year to incorporate more values that fit and align with our culture and ethos.
Have local hires increased - either for teaching or non-teaching roles?
NH: We have had a number of teaching staff move from other international schools. Local hire is not so common as we did not seem to have the right candidates applying. However, we have had a couple over the past few years.
For non-teaching-staff, we have had a shift to local hire, which has been advantageous as we have been able to meet them face to face when the borders were closed. There is so much more to gain from face-to-face interviews.
What has staff retention been like this year?
NH: We have had a mixed bag this year. While we had a bigger turnover of staff than in recent years, the reasons have been for promotion (eg, to head of school), new challenges (eg, leading a start-up school), retirement, career break to travel, children moving on to university and, of course, some Covid-related reasons, with staff missing family members as a result of the borders being closed for two-and-a-half years.
Last year did coincide with a number of contracts ending and this was exacerbated by a mixture of some staff previously requesting one-year contracts due to the uncertainty of the pandemic.
Have you seen any changes or new trends in retention?
NH: Moving into this year, we have had most people request to have contracts renewed. Now that Malaysia has opened up and restrictions have been lifted, staff are feeling motivated to stay.
We have always had a healthy CPD budget and this has always been a help with retention.
Are you rethinking approaches to staff retention as a result?
NH: Not at this point. We have a great understanding of the strain and stress that living away from family can create. We support and listen to staff, giving them time to consider their situations, which, in itself, creates a positive and caring culture.
How does wellbeing fit into your efforts to retain staff?
NH: Wellbeing is something we work hard on and take seriously at our school. We have introduced a number of initiatives to support wellbeing, as well as educate our staff on the science of wellbeing.
We have introduced wellbeing periods where staff can block up to three lessons a week to do any wellbeing activity they wish.
This may simply be time for planning, marking or professional reading, or it may be to use the art facilities or sporting facilities. This has really helped our staff, knowing that (unless there are exceptional circumstances) they have time to use as they wish to support their wellbeing.
We have wellbeing activities run by staff for staff, which creates community cohesion - vital for international schools and expat teachers. We do share these initiatives, which are now embedded within our culture and calendar, during recruitment.
A Wellbeing and Community Group has been set up and has been running for some time, which looks to bring the community together, maintains our wellbeing room and also coordinates the wellbeing activity weeks (Christmas and end of the year), and this supports retention to a certain degree.
Nicola Howard was talking to Dan Worth
