Understanding the IB teacher professional
Moosung Lee et al.
- IB schools in East Asia, Europe, and North America
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
For further information on this project, please contact Prof Moosung Lee.