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This brief history of the International Study Association on Teachers and Teaching (ISATT) documents developments and trends during the decade 2013–2023. To situate recent ISATT history, we begin with an overview of the association's first 30 years (1983–2012). The dominant theme of those early years was developing ISATT as a recognized and influential professional organization connecting researchers on teaching and teacher education from a growing list of nations and regions of the world. During the most recent decade, there has been a concerted effort toward broad internationalization through biennial conferences and regional meetings, and a growing network of national representatives from across the world. Also, the ISATT journal, Teachers and Teaching: Theory and Practice, the journal, which began in 1995, has published hundreds of peer-reviewed articles written by more than 1000 authors and coauthors, contributing to a growing body of knowledge about teaching and teacher education in many cultures. In the last 20 years and especially in the past 10, the locations of ISATT meetings have become significantly more diverse, following a trend of greater internationalization compared with ISATT's European and North American beginnings. At the same time, the number of ISATT members remains stable and small thereby preserving a collegial and collaborative tone in our exchanges. In sum, ISATT's recent decade finds the association intellectually healthy, successful in managing the challenges of the Covid-19 pandemic, and enriched by the proliferation of multinational points of view and styles of research.

A paradigm shift was observed a couple of decades back when the relationship marketing took over the transactional marketing. Concepts such as customer lifetime value came into existence. Customer lifetime value is nothing but the aggregate income which an organisation can expect from a customer as long as the customer remains a client. Customer Relationship Management (CRM) took the centre stage as the organisations are transformed into customer-centric organisations. The implementation of CRM earmarked the collection of customer data that enabled the personalisation of products. Business use cases emerged with differential pricing models and loyalty programs contributing to the profitability of the organisations. The different types of CRM, i.e. Strategic CRM, Operational CRM, Analytical CRM and Collaborative CRM, contributed further to the organisation to generate value for the customers as well as for the organisation. Innovations in the digital technologies supported the business use cases with the help of real-time data. The usage of real-time analytics delivered unmatched customer experience resulting in a higher degree of customer satisfaction and customer retention. Customer retention as we know is directly related to the longevity of an organisation, while customer acquisition is expensive. Researchers in this chapter have attempted to unleash the importance of CRM simultaneously presenting the impact of digital technologies on CRM. Readers could be greatly benefitted from this research as practical use cases are discussed, while academicians can cascade this information further.

This collaborative effort aims to reduce international teacher attrition. Findings from the data are meant to be shared with principals to reduce the number of international teachers leaving teaching. The study revolves around three important research questions: What challenges do international teachers encounter and how do they meet them? What individual strengths help international teachers develop resilience in the transition process? and What support mechanisms help international teachers develop resilience in the adaptation process? The chapter ends with recommendations and implications for school leaders as they create conditions that will help retain new teachers.