As a result of globalization, the level of different cultures’ interaction with each other is rising and this situation encourages people to work in far countries in the direction of various purposes (earning money, knowing other cultures etc.) Because of rapid changes in international trade, expatriate workers need schools giving international level of education for their children (Keller, 2015). They want their children get an education compatible with their own country thusly (Hayden and Thompson, 2008). However, it is a tremendous mistake to think that international schools are for only expatriate workers’ children (Keller, 2014). Thus, some local people want their children to be educated in schools where they gain international perspective. According to Merey and Alkan (2017), international schools are quite crucial to cope with new challenges as a result of globalization, to raise successful individuals having intercultural sensitiveness, and communicational sufficiency and to create global identity. Furthermore, breaking down the prejudices and targeting world peace are some purposes of international education, as well (Hayden and Thompson, 2008).

It can be stated that international schools enable interactions of different cultures. In these schools with multicultural structure, different education applications must be performed more than other schools. It is observed that some of the parents, teachers, and administrators have different cultural inheritance from dominant culture as a matter of fact. Because of that the psychodynamic and emotional structure, every individual and group bring to the school is needed to understand (Caffyn, 2011).

Understanding the views and expectations of the stakeholders in international schools is very important. Thus, while some of the stakeholders focus on the pragmatic aspect of international schools, the others can be interested in the idealistic aspect of it. In these schools, a balanced approach should be adopted to both protect the cultural legacy and enable to think internationally (Keller, 2014). To adopt this approach is mostly the responsibility of school administrators. School administrators must provide an efficient communications between stakeholders, and be sure that education program run smoothly, and effectively. They must be supportive about the stakeholders adopt multi-cultural structure. Some of the administrators of international schools cannot handle the complexities, according to Benson (2011) they mostly leave their job in a short time. According to the writer, the location of the school stands causes the administrators quit their job as well. Besides, international schools causes a lot of new problems (e.g. interventions to sexual orientation) for a person leaving his/her country and teaching in a new country (Hayden and Thompson, 2011). Moreover, educator parents or other parents prefer international schools with different expectations.

In Turkey it is observed that schools having International Baccalaruate (IB) programs measure up to international school status. On the other hand, all curriculum needing approval, including IB programmes, and teachers’ documentation being checked by the Ministry of Education. According to Halıcıoğlu (2008) IB schools in Turkey come up against some cultural, educational and psychological difficulties. Because IB programs and Turkish education program aren’t similar, and have different requirements. As for teachers confront some problems between their teaching philosophy and experience within Turkish education system.

This study aims to identify the educational problems encountered by stakeholders. Additionally, it is also aimed to determine their solutions for the problems they are experiencing. In accordance with the primary research aims, following questions will be answered:

1. What are stakeholders' (parents, teachers, administrators) opinions about education program at the schools?
2. What are the problems (educational, cultural, communicational etc.) facing stakeholders within the process of education?
3. What are the suggestions of stakeholders’ about the problems which they are facing?

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