Greg:
This is Greg, reporting from another episode of the International Teacher Podcast. How are you doing, Kent?

Kent (Cat Guy):
Awesome to be here. Thanks, Greg.

Greg:
JP Mint is with us tonight as well. How are you doing, JP?

JP Mint:
Hello, hello from Mexico.

Greg:
We’re especially excited because our guest is joining us from a gazebo outside a restaurant during an onboarding dinner. Welcome to the show, Dr. Liam Hammer.

Liam Hammer:
Thank you for having me. It’s a delight to be here.

JP Mint:
Liam, you’re currently onboarding new staff. Can you walk us through what that looks like at your school in Zambia?

Liam Hammer:
Onboarding is critical. It’s the first impression teachers and families get, and it sets the tone for their success. We run a four- to five-day onboarding program that covers vision and mission, school tours, HR processes, visas, finances, and practical living information.

Because Lusaka doesn’t function like many cities where everything is online, we also help teachers understand how things actually work—WhatsApp is essential here. We introduce them to restaurants, daily logistics, and local culture.

We finish onboarding with a trip to a game park where teachers experience Zambia firsthand—game drives, traditional food, music, and dancing. We want them to feel welcomed into Africa immediately.

Kent:
How many new teachers joined this year?

Liam Hammer:
Eighteen. We’ve expanded with three new primary classrooms, and interest from families continues to grow.

Supporting New Teachers

Kent:
What kinds of questions do new teachers ask once they arrive?

Liam Hammer:
Everything—from banking and transportation to safety, running routes, and social life. We emphasize that there are no silly questions. The most important thing they learn during onboarding is who to ask.

Each teacher gets two buddies: a professional buddy and a social buddy. That support system makes a big difference during those early months.

Liam’s International Teaching Journey

JP Mint:
Let’s rewind. You’re originally from Australia. How did your international journey begin?

Liam Hammer:
I knew at 16 that I wanted to teach internationally. I heard someone speak about teaching English in Papua New Guinea, in a village a day’s walk from the nearest airstrip. That idea stuck with me.

I earned my teaching degree in Australia, completed five years of experience, then moved overseas. I worked in Thailand, Indonesia (for 12 years), Albania, Malaysia, and now Zambia. Like many international teachers, I planned short stays—but years pass quickly.

Leadership and International Schools

Kent:
How long have you been teaching and leading schools?

Liam Hammer:
I began teaching in 1997. I’ve been overseas for about 25 years and a head of school for 11 years. Titles vary—director, principal, head of school—but the responsibilities are similar.

I prefer nonprofit schools. While a head of school must understand finances, education—not profit—must remain the priority.

Doctorate and Research Focus

Kent:
You earned a doctorate along the way. How did you manage that?

Liam Hammer:
I’ve completed about 17 years of higher education. My doctorate is in Educational Leadership through Wilkes University. It was largely online with annual residencies.

My doctoral research focused on pay inequity in international schools, sometimes called passport-based pay discrimination. I found that in many countries, teachers doing identical work are paid vastly different salaries based solely on nationality.

JP Mint:
We’ve seen this firsthand.

Liam Hammer:
It happens worldwide. I’ve seen cases where salaries differed by three to five times. Some teachers even leave their home countries permanently because they cannot earn fair wages there.

Equity, Pushback, and School Culture

Greg:
That inequity creates division among staff.

Liam Hammer:
Absolutely. It damages morale and accelerates teacher turnover. I’ve received pushback for speaking openly about this—some people prefer not to “rock the boat.”

But local teachers are often the backbone of international schools. They carry institutional memory, cultural understanding, and professional expertise. Treating them equitably benefits everyone.

Publishing and Research in International Education

JP Mint:
You’ve also published several academic books. Can you tell us about those?

Liam Hammer:
I co-edit research handbooks focused on international schools—leadership, equity, special education, onboarding, and COVID-era teaching. These books compile peer-reviewed research specifically for international education, which is still an under-researched field.

Onboarding as Retention Strategy

Greg:
I believe schools that invest in onboarding retain teachers longer. Thoughts?

Liam Hammer:
I agree completely. Onboarding begins the moment a contract is signed and continues for at least six months. Schools that support teachers early see better retention, stronger morale, and better outcomes.

The Head of School as Cultural Ambassador

Greg:
Heads of school also serve as cultural ambassadors. Can you speak to that?

Liam Hammer:
Yes. You must navigate local laws, customs, government relationships, and parent expectations—while protecting teachers and maintaining school values. Cultural missteps can have serious consequences, so guidance and sensitivity are essential.

Recruitment and International Teaching

JP Mint:
What draws teachers overseas today?

Liam Hammer:
It’s less about money now and more about experience. International schools offer professional respect, cultural immersion, strong student behavior, and opportunities to innovate.

However, schools value teachers who commit for at least two to three years. Stability matters.

Final Questions

Greg:
Three things you always bring when moving countries?

Liam Hammer:
Important documents, photos, and—honestly—a phone and wallet. Everything else can be figured out.

JP Mint:
Police story?

Liam Hammer:
I once followed a police escort through traffic in Indonesia to get my driver’s license in 20 minutes. Another time, a LinkedIn comment led to immigration detaining my passport until my school resolved the issue. Lesson learned.

Closing Thoughts

JP Mint:
Thank you, Dr. Hammer. This was insightful.

Greg:
You’ve reinforced everything I believe about international education.

Liam Hammer:
International teaching changes you. You grow professionally and personally—and it’s hard to ever go back.

Kent:
Thank you to everyone for listening. Good night from Bellingham, Washington.