中国人民大学附属中学（国际部）

RDFZ ICC was previously an excellent workplace, but recent significant management turnover has left a Senior Leadership Team (SLT) that struggles to function cohesively, resulting in frequent communication breakdowns. The current HR management approach has drastically altered the school's climate. Due to a perceived lack of transparency, contract renewal periods are now marked by widespread speculation. The environment has shifted such that open discussions among staff regarding contract negotiations—which used to be considered unprofessional—have become a common coping mechanism for teachers trying to gauge their standing and leverage. The leadership style frequently relies on absolute compliance, and middle management largely appears to toe the line rather than advocate for staff. In my view, termination and non-renewal decisions are handled poorly and without clear professional standards. For instance, non-renewal notices have been delivered outside of working hours with opaque and inconsistent reasoning. Staff members who attempt to advocate for their legal rights or discuss severance have faced aggressive pushback, including confrontational department-wide emails, sudden disciplinary warnings without prior history, and unilateral demotions from leadership roles. Management has also been perceived as misrepresenting the circumstances of a departure to the wider community. Targeted treatment based on personal rapport with HR appears to be a systemic issue. In past instances, teachers navigating family transitions or pre-approved leave have faced unexpected salary and bonus deductions due to administrative processing failures. Staff members have also reported being pressured with financial penalties to attend non-essential duties under threat of withholding final pay. Favoritism heavily influences career advancement. The formal tendering and interview processes that used to govern leadership appointments have seemingly been replaced by direct, subjective appointments by HR. Consequently, the professional culture has noticeably declined, replaced by an atmosphere of fear and compliance. Outright unprofessional behavior—including verbal altercations during meetings, disparaging remarks about students, and interpersonal hostility among staff—frequently goes unchecked, particularly when it involves individuals aligned with administration. While the students remain wonderful, highly motivated, and a joy to teach, the administration appears to rely on the students' natural academic success to mask institutional flaws. Recruitment, retention, and upward mobility seem to prioritize loyalty and compliance over teaching qualifications and merit. It is disheartening to witness the decline of what was once a fantastic workplace. Given the current institutional culture, it is difficult to recommend employment here unless one is comfortable navigating an environment driven largely by compliance and personal favoritism.