Singapore International School of Bangkok
498/11, Soi Ramkhamhaeng 39 (Tepleela 1), Wangthonglang, Wangthonglang, Bangkok, 10310, THAILAND
1
IB Programme
6.7/10
Rating
28
Reviews
$20K - $80K
Salary Range
At a Glance
IB Programmes
DP
Diploma ProgrammeAbout This School
Mission
To be a World-Class School that provides the students with holistic education to make the world a better place.
Accreditations
Teacher Reviews
Berkeley International School is a relatively young, independently-owned school in Bangkok offering an American curriculum to a diverse student body. The experience varies significantly depending on fit—teachers who value autonomy, small class sizes, and flexibility in a developing school environment often thrive here, while those seeking established systems and transparent governance may find it frustrating. Bangkok itself offers an excellent quality of life with strong savings potential and travel opportunities.
Pros
- +The student body is generally respectful, engaged, and pleasant to work with, with minimal behavioral issues compared to many other schools.
- +Teachers enjoy considerable curriculum freedom and classroom autonomy, with adequate budgets for materials and supplies typically approved without issue.
- +The compensation package allows for comfortable living in Bangkok with good savings potential, and the city offers outstanding cultural experiences and regional travel opportunities.
- +The school has a genuine family atmosphere with supportive colleagues, and class sizes are kept reasonably small which facilitates relationship-building with students.
- +The facilities are attractive and well-maintained, including amenities like swimming pools and tennis courts that staff can access.
Cons
- –The school is governed by a small, non-transparent board without educational expertise, leading to decisions that lack clear educational rationale and undermine staff morale.
- –Teacher compensation and raises lack transparency, with inconsistent increases ranging from 0-4% applied without clear criteria, creating feelings of inequity among staff.
- –Leadership turnover and administrative transitions have created uncertainty about the school's vision and direction, with concerns about favoritism in hiring and promotion decisions.
- –Learning support services are stretched thin relative to student needs, with insufficient specialized staff to adequately serve students requiring ESL or special education support.
- –The school admits students with significant learning or language needs without always having the infrastructure to support them effectively, placing additional burden on classroom teachers.