Recruitment from Within

By Farnaz Memari

Introduction

Many teachers are hired by academies or schools after gaining the minimum required qualifications. Soon, they become busy teaching long hours, going with the flow, and earning a relatively stable and reliable income. Meanwhile, changes frequently occur at the upper administrative level. We may hear about layoffs, changes in position, or promotions within a close circle of colleagues, sometimes for logical and fair reasons, and other times not.

In many academies, there is a group of teachers who started working there around the same time, often at the opening of the academy. As the school grows, these early colleagues often move into executive and academic leadership roles. Over time, responsibilities circulate among them. For example, a Director of Studies may become the Head of Teacher Training, or an Internal Manager may become the Head of Quality Control.

One possible reason for this internal circulation is familiarity. Having worked together for many years, colleagues may unconsciously approve and support each other’s promotions simply because of their long-standing relationships. Additionally, to avoid risk or save time on training new candidates, management may prefer internal rotations rather than searching for potentially more suitable external candidates. From a business perspective, this approach may seem logical, and it certainly supports the idea of corporate memory, or of a business having a deeply-instilled culture that grows from within. This article does not aim to judge the effectiveness of such systems. Instead, it focuses on what happens to the second or third layer of teachers—those who are not part of the original circle—and how this may affect their motivation, performance, and ultimately their choice about staying at the school, or leaving in search of a promotion elsewhere.

My goal is to raise awareness among HR managers, recruitment teams, and academy owners about the importance of rediscovering and re-headhunting their existing teachers. Doing so can help them identify highly qualified individuals within their own organization—often at a lower cost—while increasing loyalty and engagement.

Personal Experience

I have worked in the teaching industry for 27 years and have held various roles, including supervisor, branch manager, Director of Studies, trainer, internal manager, and managing director of a Business English academy. Through it all I have also been a teacher, and it is teaching that is closest to my heart.

Growing up in a family with a business background, I learned early on to inform my managers whenever I gained a new qualification or certificate so they could update their records of my potential competencies in case I might fit future needs or positions. As a result, many of the roles I held were made possible because management was aware of my professional development.

However, there is a trap for teachers who work steadily and reliably in the same academy for many years. Both the academy and the teacher become comfortable. Teachers grow used to a stable income and may consciously or unconsciously set aside their long-term ambitions. Over time, this can lead to burnout.

Instead of pursuing long-term professional goals, some teachers focus only on short-term preferences: more convenient hours, preferred age groups, or higher levels. Some may even refuse to teach lower levels, believing that experience alone justifies avoiding certain classes. However, teaching different levels is not a measure of status, it is a measure of adaptability and expertise. From management’s perspective, these teachers are dependable and cause no major dissatisfaction among learners. Yet, as the academy grows, it becomes harder for HR, recruitment, or Quality Control departments to stay up-to-date on the skills and qualifications of long-term teachers, especially those outside the “inner circle.”

For this reason, it is valuable to dedicate time—monthly or seasonally—to rediscovering your existing staff. At the same time, teachers should reflect on whether their own passivity contributes to their lack of promotion or satisfaction before deciding to leave without having communicated their expectations.

Suggestions for Employers

Inspired by the recent book by Guy Lubitsh and Mike Brent (2026), here are reflective questions for HR managers and academy leaders:

• Can you think of a teacher within your academy who could bring added value if given the opportunity?
• How often do you listen to the quiet voices in your academy?
• How easy is it for you to challenge senior teachers and move them out of their comfort zones?
• How often do you request updated CVs from your teachers?
• When was the last time you had a one-to-one meeting with each teacher?

If you can confidently answer these questions positively, your academy is likely in a strong position. You may possess committed teachers who continuously develop themselves and contribute to student retention and satisfaction. If not, consider identifying teachers who may be overlooked and create a structured program to check in with them, assess their development, and explore their potential.

Suggestions for Teachers

Teachers should also reflect on the following:

• When was the last time you asked for a one-to-one meeting with your HR or line manager?
• When was the last time you gained a new qualification or skill? Did you inform your academy?
• When was the last time you provided formal feedback to management?
• Before leaving a previous academy, did you clearly communicate your concerns and expectations?

These are powerful questions. They can help you decide whether you should stay and improve your current situation or move on. It is common to hear complaints about promotions, teaching assignments, or colleagues who have been given new roles. While unfair opportunities do sometimes exist, in professional environments, career growth is a bilateral relationship between teachers and decision-makers. You must make your development visible. If you care about your workplace, show it clearly and professionally.

Practical Solutions

Personally, I have learned to give my full effort to the academy where I work. That way, if I decide to leave, I have no regrets, no “I wish I had…” thoughts. It can be helpful to mentally alternate between the perspective of an employee and that of an employer. Evaluate whether your expectations and your efforts align. If they do not, adjust one of them.

For Teachers

• Regularly update HR or recruitment about your qualifications, networks, and achievements.
• Act as an ambassador for your academy by connecting potential students or teachers and inform management about it.
• Share ideas for marketing, student attraction, or academic improvement, even if they seem small. Psychological safety means expressing ideas without fear.
• Demonstrate loyalty by accepting occasional short-notice challenges or non-teaching tasks. This shows accountability and commitment.

For Management

• Send regular letters of appreciation to reliable and trustworthy teachers. Feeling seen increases loyalty and motivation.
• Respond to teachers’ messages and ideas, even if they seem impractical. Silence can create the impression that teachers are merely tools for profit.
• Apply the SCARF model developed by David Rock:
  • Status – Promote mutual respect between new and senior teachers and executives.
  • Certainty – Clearly communicate expectations from both sides.
  • Autonomy – Allow teachers appropriate freedom in class decisions. Increased autonomy enhances belonging and performance.
  • Relatedness – Encourage healthy and supportive relationships.
  • Fairness – Make decisions based on qualifications and merit, regardless of gender, race, culture, or personal preference.

Fairness is the foundation of trust in any system. The SCARF model is a practical and realistic tool for evaluating workplace relationships. Teachers can also apply it personally to assess whether their expectations and performance are aligned with their institution.

Conclusion

Teaching may appear to be a B2C business, but at its core, it is first a B2B relationship. Investors and academy owners rely on qualified teachers to deliver services to learners. In this sense, teachers are not just employees; they are business partners. If academies want sustainable growth and satisfied clients, they must care for their teachers as strategic partners. Listening to their concerns, offering development opportunities, and fostering open communication creates synergy between teachers and management. This synergy leads to higher performance and greater student satisfaction.

Finally, before changing academies, make sure you have clearly communicated your expectations and contributed your best efforts. Leave without regret, knowing that you have fulfilled your professional responsibility. And before hiring new staff, look carefully at the CVs of your current teachers. You may discover that the ideal candidate is already part of your organization.

Bibliography

Guy Lubitsh and Mike Brent, (2026), The Leader’s Guide To Collaboration

Biography