Our mission for the International School Community website is to have the most updated information about what it is like to work at numerous international schools around the world. One way to help us achieve that mission is to have Mayors.
Being a Mayor is super easy, and the best part is that you get unlimited free premium membership to our website!
And ANYONE can be the Mayor of their school. Most of our active Mayors are just regular teachers at their schools, but we also have heads of schools, HR representatives, principals, etc. as Mayors as well.
Mayors are commenting on the school and the benefits information, but they also comment on the city and travel information of the country as well. Mayors also don’t need to represent all aspects and perspectives of the school. They are recommended to just share their experience and perspective on living and working at that international school and in that city/country.
Mayor Responsibilities:
• Submit at least 3-6 new comments on your school every 1-2 months (on the 73 different comment topics). It takes around 5-8 minutes of your time to do this. It will take a Mayor 2 years to submit one comment in all 73 comment topics.
• Make sure that your school has the most updated and correct information (e.g. basic info, links, Facebook page, Youtube video, etc.) on the Overview and Social Media tabs.
• Submit job vacancies that are currently available at your school.
Here are just a few of the almost 700+ schools that have or have had a Mayor on our website:
The more Mayors that we have on our website the more our members will be informed; as there will be more up-to-date information on the schools they want to know about!
Become the Mayor of an international school that you work at today!
* Please note that being the Mayor of a school is anonymous and that all comments and job vacancies submitted on our website are also done so anonymously. Posting on the school profile page Wall though is not anonymous.
Oh, if we were to have all the insider information before signing a contract with an international school that has just offered you a job. In theory, knowing the insider information about working at a specific school could be a game-changer and definitely help you make a more informed decision.
There are so many international schools in the world. Each international school is in a different situation. Even if you try to keep the most up-to-date by reading every review about the school you can get your eyes on, it is difficult to know exactly what it is like to work there.
But, the more you know, the better. Or is it that the less you know, the better? We guess that most teachers recruiting to work at international schools want to know as much information (good or bad) as possible; with a preference for firsthand information.
How then can you get this insider information? One of the best ways is to have some communication with a veteran international school teacher. If you are already a veteran international school teacher yourself, it shouldn’t be so hard to find somebody who knows somebody who has worked at a certain international school. The longer you stay in the international school community, the number of connections that you dramatically increases.
Once you find a good connection, he/she is more than willing to share with you what they know and answer your burning questions. The connection shares about what life is like living in the city, all the ins and outs of what it is like working at the school, how the money situation is along with all the other benefits (or lack of benefits), etc.
It would appear that there is an endless list of insider information topics. This connection will most likely also tell you answers to questions that you never even had thought to ask. The more information the connection shares with you, the more at ease (or nervous) you become. It definitely feels good to finally get some answers from real people who have recently worked there.
But for the newbies, who don’t know many (if any) international school teachers yet, it would appear they have a much more difficult task of getting this insider information. Maybe they can try to get some insider information at the recruitment fair that they might have attended. There are always other candidates that are walking around the hotel common areas. These newbies might even try to start chatting with some of the administration from the other schools. You would be surprised how much the administration enjoys talking about these insider information topics as well.
If there is one certain thing, people in the international school community love talking about the schools they currently work at or have worked at in the past. Insider information is what we want to know and what we are all craving to know.
This article is the 3rd article in the series. For part 1 click here and for part 2 click here.
Luckily, International School Community has a comment topic on our school profile pages related to figuring out some of this insider information about working at certain international schools, so you can stay the most informed as possible. It is called: “What insider information would you give to a teacher considering working at this school?“
Our veteran international school teachers have submitted a total of 700 comments on this comment topic (November 2025). Here are a few that have been submitted:
“You must be ready to be flexible, sometimes at very short notice. Things can change quickly and communication is not always as clear as it could be. Also, stay on top of your documentation. The kids are generally good, but there is a tendency to to straight to the top if they have a complaint, and it is good to have evidence for grades or discipline issues if something comes up…” – Newton College (Lima, Peru) – 55 Total Comments
“You have to be able to work hard. The city can be challenging. The weather is a real 4-season country and the skies are gorgeous. Traffic is horrible. Travelling around Europe is easy. Our salary and benefits are really good compare with the rest of Europe…” – American International School of Bucharest (Bucharest, Romania) – 117 Total Comments
“The school is a very nice environment to work in. In the time that I have been there a few people who did a lot of moaning have left and the atmosphere seems to be a lot lighter…” – Regents School Bangkok (Bangkok, Thailand) – 141 Total Comments
“It’s a nice working environment that expects you to work hard but still have a work-life balance. The benefits are not that competitive with other schools in Bangkok but you finish at 3.30…” – Regents School Bangkok (Bangkok, Thailand) – 19 Total Comments
“Innovation gets a huge platform here. If one has ideas to improve any aspect of the school, they’re often welcomed. This is a thing that CIS does quite well…” – Chinese International School (Hong Kong) – 61 Total Comments
“Local staff are most friendly and welcome and have an open-minded attitude to share your expertise and knowledge as locals want to learn. Learning from each other and sharing ideas is what makes this community so diverse and unique…” – Windhoek International School (Windhoek, Namibia) – 42 Total Comments
“You need to be prepared for the conservative Muslim culture. Teachers here are very open and collaborative…” – International School of Islamabad (Islamabad, Pakistan) – 56 Total Comments
“Having a firm base in Japan would be advisable – not a school for people coming for a holiday as the pay/conditions are a little below other schools in the region. Overall a good place, but not to save money…” – Aoba Japan International School(Tokyo, Japan) – 85 Total Comments
“You can realistically save up to 80% of your salary here, as most essentials are provided free of charge. This includes lunch on school days through Saturday, cleaning and laundry services, Wi-Fi, and drinking water. I used to think living on campus would be a downside—but it’s actually a great convenience. Your classroom is just 2–3 minutes away, and it’s easy to go back if you forget something. There’s no need for transportation, and the campus is secure with 24/7 security. Many teachers choose to stay longer. In fact, 70% of the faculty are returning for their fourth or fifth year in 2025–2026. The school is generous with classroom resources and will support professional development, especially when you can show how it enhances teaching and learning….” – Ayeyarwaddy International School (Mandalay, Myanmar) – 156 Total Comments
“You only need to be on site when teaching, invigilating or for meetings. If your classes start later in the day or finish early, you are free to be off campus…” – Lycee Francais de Shanghai (Shanghai, China) – 82 Total Comments
“What management/admin says and what teachers experience can be very different. Definitely try to connect with current or former teachers to get the real, unfiltered story about working conditions and leadership support before you commit. Their experiences will give you the true picture…” – Okinawa International School (Naha, Japan) – 114 Total Comments
I’ve thought a lot about my own educational journey — and one word stands out — faithfulness. That’s how I’d describe my path from becoming an educator to becoming the Head of Humanities at Braeburn Mombasa International School. It’s certainly not been linear. Rather, it’s been one of faith, perseverance, and the absolute certainty that being an educator is so much more than merely a job.
My own story really begins well before I arrived at Braeburn. I initially learned about international curriculum training via the Braeburn Schools; Catholic University of Eastern Africa (CUEA) collaborative initiative. In this program, educators would be introduced to the philosophical underpinnings and best practices of international education; student-focused learning, inquiry-based learning, and global citizenship.
I recall attending these sessions as a young educator wanting to grow, and being fascinated by how different the international curriculum was from what I’d previously seen in other forms of education. As soon as I saw how important creativity, critical thinking, and inclusion were in international education, I knew that I was going to become the kind of educator that helped children learn who they are and what contributions they could make to society; and not simply help them get good grades to pass tests.
Before My Success
I cannot say that my experience to my success was easy. Following my training I applied to many internships and teaching jobs filled with optimism and enthusiasm. However, the feedback I received was limited, and most of it was silence. I can vividly picture me printing countless application letters, hand-delivering them to various schools, and anxiously awaiting responses to my applications that never came.
That season was challenging to my patience and resilience. I have to admit that I also questioned if I was on the correct course; however, every disappointment taught me something about perseverance. Now, looking back, I believe that was a preparation phase — building strength, humility, and faith.
Finally, after months of searching, my persistence paid off. I was offered an internship at a local private school. I learned the real-world aspects of classroom management, differentiation, and the importance of establishing connections with each child in the class. While it may not have been glamourous, I know that I gained invaluable knowledge and strengthened my passion for educating.
In 2023, a new opportunity emerged for me at Braeburn Mombasa International School (BMIS). When I joined BMIS, it was a mix of excitement and humility. I believed that Braeburn’s mission of providing holistic education and fostering global-mindedness reflected all that I had studied and all that I had hoped for.
At BMIS, I discovered a truly diverse community — students from many cultural backgrounds, teachers from around the world, and a supportive environment that encourages innovative thinking and ongoing growth. For me, teaching is not only about transmitting information; it’s also about cultivating curiosity, empathy, and self-confidence in young learners.
Through my work in the Humanities department (History, Geography, and Sociology), I was able to see firsthand how international perspectives shape students’ understanding of themselves and the world. Whether I’m supporting a group of Year 13s during a presentation or mentoring a group of Year 8s on their research projects regarding abolitionists, every lesson reminds me that education has the power to transform lives.
As I reflect on the last year of growth and gratitude, I am reminded of the moment I received the news that I would be named the Head of Humanities Department. This was an honor, but also a humble experience. In just a few years, I have risen from sending in unanswered applications to now serving as the leader of the dynamic Humanities Department at one of Kenya’s top international schools. The perseverance, passion, and faithfulness of God to this journey are a testament to how His will can be accomplished in the lives of those who trust Him.
The journey I have experienced also reminds me that growth often occurs quietly and through a series of steps which include: waiting, learning, and trusting even when the future seems uncertain. For that reason, I am grateful to each of the mentors, colleagues, and students who have been part of this journey.
Reflections for fellow educators who aspire to join or grow within the international school system, I offer the following advice:
Be patient, but be persistent. Sometimes opportunities arise when you least expect them, and are ready to accept them because of the preparation you have done.
Continue to learn. Seek out training opportunities, read about topics beyond your current area of expertise, and remain curious. International education is constantly evolving, and there is no better way to stay relevant than to continually develop yourself.
Remain committed to your mission. Teaching is not simply a job; it is a journey of impacting the lives of others while allowing their influence to shape your own.
Value every step you take along the journey. Small schools, short contracts, and unpaid internship experiences may seem insignificant; however, they can serve as a springboard to larger opportunities.
In the coming months, as I continue to lead the Humanities team at Braeburn Mombasa International School, my hope is to encourage students and staff alike to see education as a means of bridging the gap between the past and the present, between cultures and ideas, and ultimately between individual and collective development.
The journey has taken a long time, but I do not regret anything that has occurred. Each of the challenges I have faced has clarified my vision, and each success has reaffirmed my call to this ministry. And through it all, I remain convinced of one unchanging reality – God has been faithful.
This article was submitted by ISC member and guest author, Samuel Nyabuto, who currently lives in Mombasa, Kenya and words at Braeburn Mombasa International School.
