EMASI Reviews

Leadership is aloof, lacking both transparency and credibility A performative culture masks deeper dysfunction; input from teaching staff is consistently ignored No clear curriculum or basic teaching materials—staff are left to fend for themselves Career development opportunities are non-existent; stagnation is inevitable Compensation lags significantly behind peer institutions, rendering the role poor value for the demands placed on staff Leadership shows little regard for staff wellbeing or professional expertise—decisions appear driven by optics, not substance Qualifications among senior personnel are questionable; some lack even baseline teaching credentials Ethical boundaries are frequently blurred: safety measures are performative during inspections, and staff have been pressured to present a false image of the school A legally dubious clause requires staff to accept unilateral policy changes by email without consultation or consent Emotional manipulation and gaslighting are disturbingly common management tactics The mantra “students come first” is undermined by financial decisions that harm both students and staff for the benefit of ownership Ongoing cuts have resulted in abrupt dismissals of long-standing, dedicated employees

This school presents itself as an innovative international institution, but the reality is very different. The environment is unstable, the leadership lacks the qualifications and emotional intelligence to guide a team, and the original educational mission has largely collapsed. The leadership team suffers from a troubling lack of cohesion and experience. Recent promotions have raised serious questions among staff about how decisions are made and whether competence, professionalism, or staff well-being are truly valued. Communication is inconsistent, and support is minimal at best. There is no curriculum. Teachers are expected to create their own programs entirely from scratch. There is no planning, no alignment, no shared resources, and no strategic direction. Efforts to introduce structure are routinely blocked. Many experienced educators have been pushed out and replaced with less qualified staff willing to comply with shifting, often incoherent mandates. New teachers receive no mentorship or support. Despite promises made during recruitment, there is no induction program, no guidance on school policies, and no access to professional learning. Leadership insists support happens “informally,” but in practice, teachers are left isolated and adrift. Student voice has been erased. Programs that once fostered leadership, creativity, and agency have been cancelled or gutted. What remains is a top-down culture built on compliance, not connection. Compensation is misleading. While a housing allowance is provided, taxes are aggressively applied to all earnings, leaving many staff with a take-home salary 40 to 50 percent lower than expected. There are no raises, no career development pathways, and no reward for loyalty or high performance. Nepotism is a serious issue. Leadership and HR roles frequently shift, often handed to relatives of the owner with no background in education. Decision-making is erratic, loyalty-based, and unaccountable. This year, a majority of teachers are leaving — some by choice, others let go without warning despite signed contracts. There is no job security, no transparency, and no respect for the educators who have held the place together. This is not a place to grow, collaborate, or thrive. Working here will not enhance your career. It will exhaust you.