Understanding the IB teacher professional

This study aims to decode the International Baccalaureate (IB) teacher professional by identifying the characteristics of IB teachers compared to non-IB teachers, using the Teaching and Learning International Survey (TALIS). This study aims to offer a fuller picture of IB teachers’ pedagogical practices, psychological characteristics, and institutional practices of IB schools, in comparison to a general population of teachers who responded to the 2018 Teaching and Learning International Survey (TALIS), administered by OECD.

This project involved a mixed-methods study.

The project will have significant impact by leveraging the research findings to benefit IB schools around the world and the International Baccalaureate Organization.

• Lee, M., Kim, H., & Wright, E. (2022). The Influx of International Baccalaureate (IB) Programmes to Local/National Education Systems in Hong Kong, Singapore, and South Korea. Educational Review.  74(1), 131-150.
• Lee, M., Walker, A., & Bryant, D. (2018). What leadership practices are associated with International Baccalaureate (IB) student achievement? An exploratory study of IB schools in Southeast Asia. Peabody Journal of Education. 93(5), 565-583.
• Lee, M., Hallinger, P., & Walker, A. (2012). Leadership challenges in international schools in the Asia Pacific region: Evidence from program implementation of the International Baccalaureate., International Journal of Leadership in Education 15(3), 289–310.
• Lin, W. & Lee, M. (2018). Linking network learning capacity (NLC) to professional community and organizational learning. Journal of Educational Administration, 56(6), 620-642.
• Louis, K.S. & Lee, M. (2016). Teachers’ capacity for organizational learning: The effects of school culture and context. School Effectiveness and School Improvement. 27(4), 534-556.
• Walker, A. & Lee, M. (2018). Weaving curriculum connections in International Baccalaureate (IB) schools. Peabody Journal of Education. 93(5), 468-485