Aoba International School (Bunkyo Campus)
Reviewer
Anonymous reviewer
Comments
I want to make it clear that my concerns relate mainly to the leadership I experienced during my final year rather than Aoba Bunkyo as a school. Before the leadership change, the campus had a collaborative, student-centred culture where staff felt trusted and supported. That's why the contrast was so noticeable. Aoba Bunkyo has outstanding teachers, wonderful students, and families who genuinely care about education. Those strengths are what make the school special. Unfortunately, during my time there I saw staff morale decline significantly, and many experienced teachers chose not to return. I believe much of this could have been avoided through stronger communication, greater transparency, and a more collaborative leadership approach. I genuinely hope the school is able to rebuild trust, support its staff, and return to the positive culture that made it such a rewarding place to work. With the right leadership, I believe Aoba Bunkyo has the potential to be an exceptional school once again.
Questionnaire Responses
How effectively does the school communicate important information (e.g., policies, updates, events) to teachers?
How well does the school support teachers’ social, emotional, and professional well-being?
How accessible and sufficient are the resources provided to support your teaching (e.g., classroom materials, technology, support staff)?
How effective are the professional development opportunities provided by the school in enhancing your teaching skills and career growth?
How positive, inclusive, and supportive is the school environment for both teachers and students?
How well does the school’s leadership team support teachers in implementing their teaching practices and addressing challenges?
How much autonomy does the school allow teachers in designing and delivering their lessons?
Overall, how satisfied are you with your experience at this school?
What do you appreciate most about the school’s approach to supporting teachers and creating a positive work environment?
The biggest strength of Aoba Bunkyo is its teachers and students. I worked alongside some incredibly dedicated colleagues who genuinely cared about each other and their students. Teachers were trusted with a good amount of autonomy in their classrooms, which allowed experienced staff to be creative and take ownership of their teaching. The sense of community that existed before the leadership change showed what the school is capable of when staff feel supported.
What areas of improvement do you think the school should focus on to better support its teachers?
I think the biggest area for improvement is communication and rebuilding trust between leadership and staff. Teachers need to feel that their concerns are listened to and acted upon rather than simply acknowledged. More consistent leadership, better workforce planning, stronger support when dealing with difficult student or parent situations, and greater transparency around decisions would make a huge difference. I also think the school should focus on protecting the positive culture that existed before so many experienced staff decided to leave.
Can you share an example of how the school has positively and/or negatively impacted your teaching or the learning experience of your students?
The students were honestly one of the best parts of working at Aoba Bunkyo. They were engaged, respectful, and wanted to learn, and my colleagues worked incredibly hard to give them the best education possible. Unfortunately, the uncertainty created by leadership decisions and inconsistent communication had a noticeable impact on staff morale. When experienced teachers leave and confidence in leadership drops, it inevitably affects the wider school community and the consistency students experience. I always did my best for my students, but it became harder to maintain the positive environment that had existed before.
Details
- Reviewee
- Aoba International School (Bunkyo Campus)
- School
- Aoba International School (Bunkyo Campus)
- Country
- Japan
- State / Region
- Tokyo, Tokyo
- Reporting Period
- 2021-2026
- Submitted
- August 1, 2026
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