That’s Not My Job
One of the most common challenges we hear from international school middle leaders is the frustration of encountering the "That’s not my job" mentality from team members. This can be particularly pronounced in diverse, cross-cultural environments where educators bring deeply ingrained beliefs about roles and responsibilities from their home countries and past experiences. In many cases, these teachers aren’t being deliberately uncooperative; rather, they genuinely believe they are upholding professional norms that were standard in their previous work environments. Just recognising that can often bring a little more empathy for both you and them.
However, this disconnect can create tension, especially when leadership expectations assume a shared understanding of what it means to be an educator. When was the last time you sat down and explored your education philosophy with others? Probably not for a while, right? We just kind of assume it’s evident through our work and decisions and that everyone else will be aligned.
But, what one leader sees as “stepping up,” another may perceive as overstepping or even an unreasonable demand. Without acknowledging the different structures, contractual obligations, and professional norms that educators have experienced before joining an international school, it’s easy for these differences to feel like resistance rather than cultural nuance. Studies on workplace culture and organizational psychology (Hofstede, 2010; Trompenaars & Hampden-Turner, 2012) highlight that attitudes toward work responsibilities are often shaped by national culture, professional training, and previous workplace environments.
For example, cultures with strong hierarchical structures may emphasize clear job demarcations, while others promote flexibility and adaptability in professional roles. So you can sleep a little easier next time someone asks ‘will I be paid extra to do that?’A recent coaching call surfaced a middle leaders deep reservations to communicate directly with their SLT, something which others would take for granted as a normal right. Rather than spending energy on getting frustrated, get curious about experiences and beliefs. When expectations clash with new environments, resistance can arise—not from unwillingness, but from a fundamental mismatch in assumptions.
It’s about this time of year (now that the honeymoon period is well behind us) that these differences in expectations start to surface in ways that might be causing concern—or even outright problems. What’s worse is that we seldom give middle leaders the tools to handle the awkward moment when a staff member publicly retorts, "That’s not my job, I’m not doing it."
If you’re facing this challenge, here are some strategies to foster alignment while respecting diverse professional backgrounds:
It’s time to recontract around expectations – As mid-year reviews and appraisal check-ins arise, this is an opportunity to be explicit about job scope, school culture, and role fluidity. Transparency can prevent misunderstandings before they escalate further.
Frame Contributions as Collective, Not Individual – Instead of positioning tasks as "extra," emphasize how they support team cohesion and student outcomes. A shared sense of purpose can shift perspectives.
Acknowledge Past Professional Norms – Validate that differences in expectations exist, rather than dismissing them. A simple "I understand that in your previous role, this may not have been expected" can open up productive conversations.
Use Peer Modeling – Encourage team members who exemplify a flexible mindset to share their experiences. Social proof can be more effective than directives from leadership.
Leverage Professional Learning Communities (PLCs) – Create structured discussions where teachers can reflect on their roles in different educational contexts and explore adaptive strategies.
Encourage Dialogue, Not Dictation – Rather than insisting on compliance, engage in open conversations about responsibilities and how they align with school values.
If you'd like a more structured and collaborative approach to work through these challenges, check out ACAMIS’ upcoming Leadership Retreat, crafted exclusively for established middle leaders and hosted in the beautiful Sai Kung, Hong Kong on May 16 and 17. Or let’s set up a time to discuss how we can support your team in navigating these cross-cultural workplace dynamics.
Looking forward to hearing from you!
Michael Iannini is an education management consultant that is recognized by the Council of International Schools as an expert in Strategic Planning, Governance, Human Resource Management, and Leadership Development. He is the author of Hidden in Plain Sight: Realizing the Full Potential of Middle Leaders. You can learn more about Michael and his work by visiting www.pdacademia.com and https://middleleader.com/articles.
