A growing number of staff members at Light International School are leaving the institution within a short period, with concerns now being raised over the management style of Principal Mr Ramzi Hasanli and the oversight of Director of Academics Mr Nuri Demirel.
The concerns involve both teaching and non teaching staff, with employees stating that the working environment has become increasingly difficult for local and African staff members.
A staff member who shared the complaint says the recent exits go beyond the normal employee turnover experienced by the institution, with several experienced and high performing employees choosing to leave despite counter offers from the school. Others are said to be considering or pursuing legal action after their contracts were not renewed under circumstances they considered unfair and lacking transparency.
The complaint raises a wide range of issues, including racial disparities in pay and treatment, low salary increments, heavy workloads, burnout, concerns over student discipline, surveillance of teachers, changes to the school timetable and interference in student elections.
The complainant says some parents' representatives have previously attempted to raise concerns with the administration but questions whether their concerns were properly addressed. The following is the complaint in full:
Hello All Over time there has been a significant LIS employee turnover but as you may have noticed, recently there has been an impossible to ignore number of exits of quality staff members (teaching and non-teaching) within the short period under the stewardship of the current principal, Mr Ramzi Hasanli, together with the oversight of the Director of Academics, Mr Nuri Demirel. I am writing to you give you a glimple of what's happening in the institution and to seek your intervention in any capacity because the issues I am about to highlight are affecting local/african staff members only and academics at large. Some parents' representatives tried to address with the administration. Chances are the concerns fell on deaf ears. Time(and actions) will tell. Important to note is that the leaving staff have declined the school's counter-offers due to the dictatorship, hostility and oppressive work environment within. Others are processing litigation after being let go under circumstances that were perceived as unfair and lacking transparency, with no clear explanation provided as to why their contracts was not renewed despite their exemplary performance and consistently strong results.Among the staff grievances only spoken in hushed tones are: Racial Inequality and Disparities in Employment Practices A significant concern with staff relates to perceived racial disparities in remuneration, workload allocation, and job security (not forgetting local employees being treated as second-class human beings). Employees have expressed concern that expatriate staff receive substantially higher compensation despite having comparable or, in most cases, less experience than equally qualified local professionals. There are also reports that certain expat teachers have faced challenges in classroom instruction due to language barriers and limitations in subject delivery, leading to dissatisfaction among students. Additionally, there are concerns regarding whether all expat staff possess the requisite professional certifications and work permits, including valid registration with the Teachers Service Commission (TSC), where applicable. If substantiated, such disparities undermine the principles of equity, meritocracy, and compliance with employment and education standards. Inadequate and Unfair Salary Increments in Renewed Annual Contracts Another of the key grievances among staff members is the perception that recent salary increments have been disproportionately low and do not adequately reflect the increasing cost of living, workload, responsibilities, and contributions made by employees. Many staff members feel that the adjustments do not fairly recognise their commitment, experience, and performance, particularly given the rising demands placed upon them. There is also concern that the increments have not been applied in a manner that is transparent, equitable, or reflective of differences in experience and responsibility. Staff would therefore appreciate a more comprehensive review of the remuneration structure, with consideration given to meaningful and fair salary adjustments that recognize employee contributions and support staff morale, motivation, and retention. Oppressive Management Practices and Employee Burnout Staff have serious concerns regarding a management culture characterized by top-down directives with limited opportunity for consultation or constructive feedback. Decisions are reportedly communicated through deputies, Heads of Department, and HR, while alternative professional opinions are frequently disregarded. Employees indicate that they are routinely required to work extended periods, including holidays, even during times when there are no teaching activities. Non-teaching staff appear to be disproportionately affected, often working until Saturday evenings while experiencing significant difficulty in utilizing their accrued annual leave. The cumulative effect has reportedly been widespread fatigue, declining staff morale, and, in some instances, severe psychological distress and mental health challenges attributable to prolonged workplace exhaustion. These concerns raise important questions regarding employee welfare, occupational health, and sustainable workforce management. Deterioration of Student Discipline and Perceived Conflict of Interest There is widespread concern that the school's disciplinary framework has weakened following the dissolution of the previous disciplinary committee and the establishment of a new structure perceived by staff to be less impartial. Employees believe this change has contributed to inconsistent enforcement of disciplinary standards, particularly in cases involving the principal (or expats). Case on point, last term the principal's son and another expat's son detonated an explosive in the school tuition block causing panic and risking lives & injury to peers. (No action was taken against the boys). A teacher's contract was not renewed for criticizing one of his son's indiscipline in class. ALL teachers dread having any of the principal's son as his/her student for the same reason. Excessive Surveillance, Micromanagement, and Professional Autonomy Teachers have expressed concerns regarding the use of classroom surveillance systems as a tool for continuous monitoring and micromanagement of their professional performance. While acknowledging that security measures are important, many staff believe that the monitoring extends beyond legitimate safeguarding purposes and has become a mechanism for scrutinizing instructional methods without due consideration for individual teaching styles or pedagogical approaches. This environment has reportedly fostered anxiety, diminished professional autonomy, and reduced confidence among educators. Excessive surveillance of this nature risks undermining trust between management and staff, discouraging innovation in teaching, and negatively affecting both educator well being and the quality of instruction delivered to students. Experimental and Ineffective school schedule The new school timetable (devoid of consideration of all relevant stakeholders) singlehandedly created & enforced by the Principal, which significantly reduces tea & lunch breaks and eliminates the five-minute breaks between lessons, is having a significant impact on the wellbeing and energy levels of students. Students are now expected to move continuously from one lesson to another throughout the day without sufficient time to rest, refresh, hydrate, use the washroom, organize their learning materials, or mentally transition from one subject to the next. This continuous schedule can result in cumulative physical and mental fatigue, particularly as the school day progresses, leading to reduced concentration, decreased participation, irritability, and difficulty retaining information. The lack of transition time also places additional pressure on teachers, who have limited opportunity to prepare resources and classrooms for the next lesson. More importantly, when students become increasingly tired, their ability to remain attentive and actively engage in learning is significantly compromised. The five-minute breaks, although brief, provide an important opportunity for students to reset mentally and physically before beginning another lesson. It is the principal's malicious intention to cunningly deny students & staff unwinding time outdoor. Concern Regarding the Student Election Processes There have been growing concerns that the school expat leadership has been attempting to influence the student election process by sidelining or attempting to rig out vocal students who are willing to speak openly and advocate for their fellow students. Preference is given to students on scholarships, who may feel less able to challenge decisions or speak out freely. Thankfully, senior students recognized this. This election they stood on their ground regarding their preferred candidates. And they no longer vote for expats' students.