Why international education needs long-term leadership

International schools have become synonymous with aspiration, mobility, and a pathway to a truly global education. With over 13,000 international schools now serving more than 6 million students worldwide, their growth is both remarkable and timely.

In an era where global citizenship is no longer a luxury but a necessity, these schools are playing a pivotal role in shaping open-minded, adaptable young people ready for an interconnected world. Yet, behind the polished brochures and state-of-the-art campuses lies a quiet but growing problem: the revolving door of school leadership.

A global education requires continuity

Most international school leaders stay in their roles for just two to four years, compared to ten years for UK school leaders. This transience is often seen as part of the international education experience; a feature, not a bug. But if we are serious about offering a truly global education, we must confront this challenge.

Strategic plans are abandoned midstream, and staff and families must constantly adjust to new priorities.

It can take a number of years to develop and embed new strategies and thinking into the culture and community of a school, and short-term leaders – even those with the best of intentions – rarely stay long enough to see these visions through. Strategic plans are abandoned midstream, and teachers, students, and parents are left to adjust again and again to new priorities, new styles, and new goals. Something has to change.

Leadership turnover isn’t just an HR inconvenience, it undermines the very foundation of what international schools promise. Global education is not just about offering the IB Diploma or British curriculum; it should be about building inclusive communities, nurturing intercultural understanding, and embedding sustainability, equity, and collaboration into everyday practice.

Why the turnover?

The reasons for high turnover are familiar: the allure of new countries; family needs; burnout; and, critically, misaligned recruitment.

Leadership turnover isn’t just an HR inconvenience, it undermines the foundation of what international schools promise.

Too often, hiring practices in international schools focus on quick wins: the resumé that looks best on paper; the candidate who can “hit the ground running”. Contracts are short, onboarding is minimal, and little time is spent evaluating whether a candidate’s personal mission aligns with the long-term direction of the school.

This is unsustainable. And it is inconsistent with the values we claim to uphold as educators in the global space.

Rethinking recruitment for the long term

If international schools are to be more than stepping stones surely this begins with smarter recruitment and learning lessons from across the globe.

Some of the questions we ask at the start of the process:

• Are you hiring for cultural fit and mission alignment, not just experience? A truly global leader doesn’t just manage operations – they shape community, curriculum, and ethos in culturally responsive ways.
• Are you focused on sustainability in leadership contracts? While mobility is inevitable, it should not be institutionalised through two-year contracts that encourage churn.
• Are you supporting leaders with professional development, mentorship, and networks? Isolation is one of the top reasons leaders leave. Investing in their growth fosters both loyalty and effectiveness.
• Are you looking to include staff, students, and parents in the hiring process? If we expect leaders to build community, we must let communities help choose them.
• Are we being honest in the hiring process? Schools must clearly communicate their context and challenges – not just their aspirations. When leaders arrive with realistic expectations, they stay longer and lead more effectively.

The bigger picture: leadership as a commitment to global education

Leadership continuity isn’t about comfort, it’s about credibility. International schools market themselves as preparing students for an uncertain world by offering a values-driven, globally-aware education. But if the leadership is unstable, those values remain aspirational, not lived.

International education demands leaders who plant roots, not just pass through.

It is time we rethink. Trust takes time to build, but only moments to lose. If we are preparing the next generation to tackle significant worldwide issues like climate change, cross-cultural conflict, and social inequality, we need leaders who are committed to staying long enough to both lead those conversations and embed into action; they should be recruited because they believe in those long term ambitions and development.

The world needs young people who think globally and act ethically. That kind of education requires more than a curriculum; it demands leaders who plant roots, not just pass through.

Hayley has supported the education sector for the last ten years, providing executive search and interim and consultancy solutions to Independent Schools, Academy Trusts, FE Colleges, and Universities. Her speciality is understanding the education sector and connecting talent that is passionate about providing high quality inclusive education. Hayley has built a track record with education leaders and helped many organisations identifying top talent.

Hayley has a passion for education, she is a governor for MAT working closely with the head and trust leaders to ensure excellent levels of education. She previously worked closely with England Rugby Schools to deliver inclusive sport in schools and has strong understanding of the curriculum.

Hayley joined the AQ team to further develop the schools and colleges practice and is driven by making a positive difference to the education sector through the quality of leadership appointment.

If you’d like to discuss best practice on hiring committed long-term leaders for international schools, you can email her at hayley.mintern@andersonquigley.com or connect with her on LinkedIn.