key: cord-0880268-qb31rxnn authors: Hoang, Anh-Duc; Ta, Ngoc-Thuy; Nguyen, Yen-Chi; Hoang, Cong-Kien; Nguyen, Tien-Trung; Pham, Hiep-Hung; Nguyen, Linh-Chi; Doan, Phuong-Thuc; Dao, Quynh-Anh; Dinh, Viet-Hung title: Dataset of Ex-pat Teachers in Southeast Asia's Intention to Leave due to the COVID-19 pandemic date: 2020-06-23 journal: Data Brief DOI: 10.1016/j.dib.2020.105913 sha: 1aa1ceba1b4b3fb638e55bf180727dabff07353c doc_id: 880268 cord_uid: qb31rxnn The COVID-19 pandemic exerted an adverse influence on the global education system, especially since starting school lockdown. The growth of teacher unemployment figures climbed double-digit and spawned these unexpected sequels. For instance, while native teachers seemed indisposed to leave the profession with the aim of seeking another more profited and seasonal jobs, many ex-pat teachers presented themselves with moving or stayed dilemma in the way the government salvaged their situation. In preference with the ex-pat teacher's case, we elucidated further throughout an e-survey in the International Baccalaureate community on Facebook from 4 to 11 April 2020 for 18,000 ex-pat teachers, who are teaching at Southeast Asia. This dataset includes 307 responses of ex-pat teachers who are staying in Singapore, Thailand, Vietnam, the Philippines, and Indonesia during the pandemic. The dataset comprises (i) Survey partakers' Demographics; (ii) Ex-pat teachers' perceptions in the relation of national, regional and school plans were afoot to the pandemic; (iii) The degree of attachment of ex-pat teacher to their current society, the ex-pat community, friends, and families during the pandemic time; (iv) Ex-pat teachers' embryo intention to reconsider their current teaching location. Education, Education Management Type of data Raw data in excel file and analysed data Data was gathered using an online survey and converted into the .xlsx format for formal analysis in SPSS v.20. Analyzed This research focuses on ex-pat teachers who are teaching in several Southeast Asia countries: Singapore, Thailand, Vietnam, the Philippines, and Indonesia. An online survey has been distributed throughout the International Baccalaureate community on Facebook (18,000 ex-pat teachers worldwide) and mainly ranged within ex-pat teachers who are working in Southeast Asia. • The dataset heralds further research into these underlying reasons why ex-pat teachers no longer keep their teaching location stayed. • Policymakers, schools, or even business managers can utilize this dataset to address brain drain-related phenomenon. • This dataset can be accessed to more corrective courses of action, which bring teachers into perceiving the policy decision. • The dataset offers an additional contribution to publication reviews regarding the policy's influence extended towards teacher involvement. • The dataset produces a scale model exploring ex-pat teachers' changing perceptions about their current working regions, especially when these national politics formulate different policies during the COVID-19 pandemic. Teacher retention and teacher engagement are strong influencers in educational institutions, especially in terms of students' academic achievement [1, 2] . Due to the COVID-19 pandemic, schools around the world had to choose distance learning with many changes in ways of teaching and learning, thus native and ex-pat teachers were both affected [3, 4] . In addition, this unexpected digital transformation creates many educational problems related to learning and teaching demand [5] . This dataset focuses on ex-pat teachers' engagement and intention to leave, which is an expansion of our recent research about Vietnamese teachers' perceptions and student's learning habits during the pandemic [6, 7] . This dataset contains two main parts, the first part is demographic information, and the second part reports on teachers' perspective and intention. The former includes teachers' gender, nationality, teaching country, teaching subject and grade, school type, teaching qualification and experience, and participants' income. The later part concerns three main issues related to the pandemic: (i) Policy and regulation toward ex-pat teachers; (ii) Ex-pat teachers' engagement with various communities; and (iii) Intention to leave of ex-pat teachers. The above variables can be used to study teacher retention, teacher engagement, impacts of policy, and teachers' salary. Finally, the full survey, code, and measurement parameters for all variables can be found on Harvard Dataverse [8]. Firstly, four experts in K-12 international education and organizational behavior were asked to pretest the validity of the assessments. Then we implemented a pilot study including 50 observations, before distributing the survey online within a Facebook community named International Baccalaureate from 4th to 11th April 2020. We only collect data from ex-pats who were teaching in Southeast Asia and recorded 528 accesses on the survey link. Among those, teachers from Indonesia, Philippines, Singapore, Thailand, and Vietnam accounted for the majority; thus, 36 responses were deleted since they were from other countries. Finally, after cleaning the dataset, there were 307 observations valid for further analysis. Table 1 is the descriptive statistics of participants' demographics. Table 2 shows the relationship between ex-pat teachers' intention to leave and various indicators. The differences between participants' retention among demographic variables are examined and presented through Teacher Retention: Problems and Solutions. Online submission Why teacher engagement is important to student achievement. Engaging young readers: Promoting achievement and motivation Nghỉ họ c để phòng dị ch Covid-19: Họ c trự c tuyế n có đóng phí? [School closure due to COVID-19: Do parents have to pay tuition for online learning? 150 cơ sở giáo dụ c tư thụ c 'cầ u cứ u' vì đóng cử a do dị ch Covid -19 The difference between emergency remote teaching and online learning Dataset of Vietnamese student's learning habits during COVID-19 Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19 Survey on ex-pat teachers' intention to leave due to COVID-19 Restructuring, teacher engagement and school culture: Perspectives on school reform and the improvement of teacher's work. School Effectiveness and School Improvement Double edge experiences of ex-patriate acculturation Social exchange theory: An interdisciplinary review From intentions to actions: A theory of planned behavior Stayers, leavers, lovers, and dreamers: Insights about teacher retention Promoting teacher engagement with research evidence The authors declare that they have no known competing financial interests or personal relationships which have, or could be perceived to have, influenced the work reported in this article.