In the latest installment of our Recruitment Around the World series, we chat with Nicola Singleton, school director of the Modern English School Cairo, Egypt, about how her school has synced together its work on recruitment, retention and wellbeing in the aftermath of the pandemic.

She also explains how pay increases at her school have remained high despite the global economic gloom - and why longer contracts for senior staff have been introduced.

How did your teacher recruitment for this academic year go?

Nicola Singleton: We had lower retention than we did through the pandemic; some colleagues who sat it out when options were limited have now moved on, with a higher number than usual heading home.

We also took the opportunity to coach some colleagues to explore new opportunities so that we could re-energise parts of the school where it was needed.

However, fewer job fairs and a hesitancy to forward-plan travel to host “face-to-face” interviews meant all our recruitment was conducted through virtual interviews.

With this comes limited opportunity to properly connect with a candidate, and it perhaps compromised candidates’ commitment to engage.

Returning staff were brilliant in liaising with applicants at our request; we usually do this after offer and acceptance, but brought this forward in our recruitment process so applicants had the opportunity to engage immediately after interview, once we had identified our intention to offer.

English teachers were particularly hard to find this year. I wonder if English teachers have a skill set that is well-suited to job opportunities that might have emerged as a result of the pandemic: writers/editors/online teaching. Where staffing the sciences is usually the challenge, that was not our experience this year.

Our recruitment season lasted all year (September to July) whereas we usually concentrate on a five-month window (November to March). This has been challenging but necessary in order to appoint the best candidates.

We have also experienced a significant increase in the number of teachers applying who don’t have UK or equivalent credentials.

This slowed the early stages of the recruitment process down. We have received applications from individuals who may be experienced and extraordinary but did not read our stated requirement of holding a UK teaching qualification before applying.

Have you adapted your recruitment strategies over the past few years?

NS: We always give candidates the opportunity to ask questions, and many wanted to know how the school managed Covid-related challenges.

They were less interested in the logistics of school closures and more curious about how the school supported staff.

We initiated an opportunity to share information that speaks to the security of employment with us: stable roll, fiscal integrity, contractual promise, etc. This provided reassurance, especially for those applying from overseas posts who had not experienced this.

Have local hires increased - either for teaching or non-teaching roles?

NS: No, in fact, it has been the opposite for us (which I think reflects the historical instability of the region 10 to 12 years ago).

We have increased our expatriate teaching staff. We have experienced an increase in expatriate teachers already in Cairo applying to our school.

What has staff retention been like this year?

NS: Staff retention for 2020-21 and 2021-2022 was unusually high, which I think reflects two things: one, staff confidence in how we managed pandemic challenges and the security we offered them (personal and professional); and two, a hesitation to plan to go elsewhere, given global turbulence and uncertainty.

Our teachers are on annually renewable contracts, and every year we have a particularly high retention rate followed by a year whereby retention is lower than “normal”.

This year didn’t deviate dramatically from usual patterns, however.

Have you seen any changes or new trends in retention?

NS: As long as teachers are being offered a competitive package and can live comfortably on their earnings, they do not regard salary as a motivating factor, in my experience.

Professional growth and development are by far the bigger drawcards. Good colleagues crave (and deserve) challenge, it also strengthens their commitment to the school by promoting a desire to stay and be a part of the journey.

We have also benefited from Egypt’s locale - non-EU passport holders are having difficulty getting teaching posts in EU schools, and Egypt is a good alternative, being a four-hour flight from Heathrow. We have also recruited a number of colleagues from China, Thailand and other South-East Asian countries this year - they have cited challenges in travel and distance from home being the reasons they have applied to join us.

Cost of living and lifestyle are becoming increasingly important to candidates. With supply-chain challenges, rising prices and fluctuating exchange rates, candidates want to know more about the practicalities of living in the countries and cities where the schools they are applying to are located.

Returning teachers investigate comparisons in sustainable lifestyle here compared with elsewhere and at home. Egypt is an easy sell in this regard as salaries go a long way and savings potential remains high.

The percentage of salary earned in hard currency (US dollars, pounds and euros) is also a factor for teachers; they don’t want to earn exclusively in local currency for fear of massive fluctuation; they prefer a percentage of hard currency that is at least 70 per cent, according to surveys conducted with our staff.

Are you rethinking approaches to staff retention as a result?

NS: We have extended the length of the contracts of senior colleagues so there is more stability and certainty in leadership. This promotes a sense of predictability that staff find comforting amid uncertain times.

We have continued to offer percentage increases on salary annually despite global financial challenges. Where schools have not maintained this tradition, there appears to have been a negative impact on retention, which, in some cases, has cost the school more than the percentage increase would have.

We have increased emphasis on community and connectedness among staff so there is a feeling of support and collegiality that extends beyond the school day. This has included increased activity by the Staff Social Committee, the expansion of interest-based WhatsApp groups and the resurrection of activities for staff on campus, including after-hours yoga, football, netball and swimming.

How does wellbeing fit into your retention efforts?

NS: Through the pandemic a culture of expectation evolved among staff that senior leaders were responsible for each teacher’s wellbeing. This was unsustainable, and so we strategised ways forward. Wellbeing remains of critical importance for all; however, our approach is now very much on what our teachers can do to prioritise their own wellbeing.

We have negotiated discounted rates at clubs, resorts, restaurants, etc. We offer the additional staff activities mentioned above, as well as occasional social functions.

We have included initiatives such as Wellbeing Wednesday into our weekly calendar, with presentations, prompts for contemplation and occasional treats, etc. Stock the Staffroom has been well-received - surprise occasions whereby interest groups among the wider staff cater for colleagues with an array of edible treats.

Staff Shout-Outs have become routine, whereby colleagues can nominate each other for recognition and appreciation by senior staff. When time permits, we surprise staff with early release at the end of the school day.

We have given assurance that holiday dates are guaranteed so that colleagues can make firm travel arrangements, even if this has meant instructional time lost to unexpected closure. This has been appreciated by staff.

Nicola Singleton was talking to Dan Worth