As a former IT & Business Studies teacher at Asia International Schools, I feel compelled to shed light on some critical issues plaguing the institution. My brief tenure has exposed a series of concerns that deserve the attention of both current and prospective stakeholders.
Asia International Schools
Mevlana, Sultan Ahmet Cd No:12 İç Kapı 1, 34515 Esenyurt/İstanbul
One major issue revolves around the authenticity of reviews. Potential fake reviews may mislead parents and students. It's crucial to approach online feedback with caution, as my time at the school revealed a stark contrast between the official image and the on-ground reality.
Perhaps the most disheartening realization is that many smart students are having their potential wasted in this school. It's a sad truth that, despite their capabilities, they are getting nothing out of their time at Asia International School.
The pressure exerted by core management on teachers, particularly on floors 0 and 1, creates an environment where mistreatment becomes an unfortunate byproduct. This not only affects the well-being of teachers but has direct consequences on the students who witness this unsettling dynamic.
A particular anomaly in the school's structure is the English department, managed exclusively by Arabic core management. Despite the school's "International" tag, this language barrier impedes effective communication and decision-making within the department. The lack of autonomy for the English team further exacerbates the issue, leaving them disconnected from daily operations.
Class sectioning at the school raises eyebrows, with illogical pairings of advanced and struggling students. The management's indifference to complaints further perpetuates an unfavorable learning environment for both groups.
Teachers find themselves burdened with non-teaching duties, diverting their attention from essential lesson planning. This compromise on education quality is a direct result of the school's cost-cutting measures, which prioritize financial gains over teacher dignity.
The school's failure to deliver books and address parental complaints showcases a lack of commitment to education. False promises and poor treatment of paying parents and students further tarnish the institution's reputation.
Financial irregularities, including salary delays and broken promises, erode the respect teachers have for the school. This, coupled with a high staff turnover, points to a toxic work environment that fails to provide growth opportunities.
Timetable creation at the school takes an astonishingly long time, with high school classes lacking essential resources. Complaints go unanswered, revealing a concerning lack of concern for the needs of students and teachers alike.
Excessive pressure on teachers, exemplified by handling numerous classes within a week, raises serious concerns about student well-being. The abrupt firing of the student counselor adds another layer of complexity to an already troubling situation.
A staggering staff turnover of 18 members in just 2 months, some leaving due to pressure and lack of growth opportunities, highlights the toxicity of the work environment.
The school's core management's disregard for issues, coupled with empty promises, fosters an atmosphere resembling servitude. This behavior is not only shameful but also unacceptable in an educational institution.
In conclusion, these issues paint a bleak picture of the working conditions and educational environment at Asia International School. It is my hope that this candid account serves as a call for reform and improvement, ensuring that students receive the quality education they deserve, and teachers can work in an environment that values their contributions.
